Cultural-Historical Digital Methodology in Early Childhood Settings : : In Times of Change, Innovation and Resilience.

• Superior document: Perspectives in Cultural-Historical Research Series ; v.13
• Author: Fleer, Marilyn.
• TeilnehmendeR: Fragkiadaki, Glykeria.; Ødegaard, Elin Eriksen.; Rai, Prabhat.; Sadownik, Alicja R.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2024.; ©2024.
• Year of Publication: 2024
• Edition: 1st ed.
• Language: English
• Series: Perspectives in Cultural-Historical Research Series
• Physical Description: 1 online resource (302 pages)

Table of Contents

Intro -- Contents -- Chapter 1: Cultural-Historical Digital Methodologies: The Dialectics of Crisis and Research Innovation -- 1.1 Introduction -- 1.2 Concepts to Inform Research in Times of Crisis -- 1.3 Research Practices in Times of Crisis -- 1.4 Methodological Dimensions of Digital Research Methods -- 1.5 Conclusion -- References -- Part I: A Digital Educational Experiment -- Chapter 2: Theoretical Framing of a Digital Education Experiment -- 2.1 Introduction -- 2.2 What Is an Educational Experiment? -- 2.3 New Demands on Teachers and Researchers -- 2.4 Methodological Characteristics of Digital Collaboration in an Educational Experiment -- 2.5 Characteristics of the New Digital Methods Embodied in an Educational Experiment -- 2.6 Conclusion -- References -- Chapter 3: Beyond Physical Space: Using Digital Technology to Support a Collaborative Cultural-Historical Educational Experiment -- 3.1 Introduction -- 3.2 Advantages of Digital Technologies and Early Childhood Education Studies Using Digital Visual Methodology -- 3.3 Theoretical Discussion -- 3.3.1 Relationship Between the Research Fairy and the Imaginary Situation: Researcher's Active Participation through Digital Technology -- 3.3.2 Dialectical Relationships Between Researchers Within a Real Situation -- 3.3.2.1 Collaboratively Bringing Forward the Conceptual PlayWorld Implementation -- 3.3.2.2 Inspiring the Data Analysing Process -- References -- Chapter 4: The Individual and Collective Minds Behind the Role of the Educator-Researcher: An Integrated Educational Experiment -- 4.1 Introduction -- 4.2 Method Used -- 4.3 Example of Data Generated -- 4.4 Conclusion -- References -- Chapter 5: Researcher Inside a Diorama: A Digital Educational Experiment in Everyday Practices -- 5.1 Introduction -- 5.2 Background to the Creation of the Diorama -- 5.3 Discussion -- 5.4 Conclusion.

References -- Chapter 6: Early Childhood Teachers' Professional Development: The Hybrid Educational Experiment -- 6.1 Introduction -- 6.2 The Hybrid Educational Experiment -- 6.3 Overview of Research Context Over the Hybrid Educational Experiment -- 6.3.1 Face-to-Face/Onsite Professional Training Workshop -- 6.3.2 Video-Based Observation -- 6.3.3 WeChat-Based Researcher-Teacher Conversation -- 6.3.3.1 Hybrid Educational Experiment Creating the Social Situation of Development -- 6.3.3.2 Hybrid Educational Experiment Supporting Researchers to Revisit and Discuss Critical Reflective Moments with Teachers to Develop the Transformative Practices -- 6.4 Conclusion -- References -- Part II: Digital Analysis -- Chapter 7: Dialectical Pathways in Digital Data Analysis -- 7.1 Introduction -- 7.2 New Methods of Analysis in Times of Crisis -- 7.3 Dialectics: A Clew in the Research Labyrinths -- 7.4 Conclusions -- References -- Chapter 8: The Use of Digital Artifacts to Analyse Science Concept Formation in Very Young Children -- 8.1 Introduction -- 8.2 The Digital Recreation of the Body and the Experience of the Child -- 8.3 Conclusions -- References -- Chapter 9: A Cultural-Historical Re-conceptualisation of Digital Pre- and Post-survey Design Embedded in a Dynamic Multi-modal Professional Development Program -- 9.1 Introduction -- 9.1.1 PD Programs for Early Childhood Educators -- 9.1.2 Types of PD Format and Delivery -- 9.2 A Cultural-Historically Framed Survey Approach that Was Within a Dynamic Professional Development Program -- 9.3 How Crisis Propels Teacher Development -- 9.4 Conclusion -- References -- Chapter 10: Not Just Data: Analysing Visual Narratives of Children in Research and the Quest for "Micro-ethical" Moments -- 10.1 Introduction -- 10.2 The Context of the Research.

10.3 Theoretical Conceptualisation: Vygotsky and Piaget: Beyond Dichotomies Seeking for Harmonies -- 10.4 Data Analysis: Seeing the Unseen -- 10.5 Discussion: The Case for "Micro-ethical" Moments in Visual Research -- 10.6 Conclusions -- References -- Chapter 11: Digital Methodology Beyond the Everyday: Analytical Model for Interpreting Inclusion of Children with Disabilities in Preschools -- 11.1 Introduction -- 11.2 Crises in Capturing Children's Perspective -- 11.2.1 Principle 1-Beyond the Technical Capture (Hardware to Software) -- 11.2.2 Principle 2: The Whole Rather Than a Fraction -- 11.2.3 Principle 3: Beyond the Clinical Setting and into the Living Laboratory -- 11.2.4 Principle 4: Capturing the Dynamic Process Over Time -- 11.2.5 Principle 5: The Final Theorised Model Is Located Within the Literature and Research Paradigm of the Field -- 11.3 Conclusion -- References -- Part III: Digital Artifacts and Educational Experiments in the Family Settings -- Chapter 12: Unpacking Digital Educational Experiment in the Home Setting: Crisis, Relational Proximity and Distal Participation in the Times of COVID-19 Pandemic -- 12.1 Introduction -- 12.2 Crisis: A Concept to Navigate and Understand in-Flux, Plurotemporal World -- 12.3 Dialectical Interactive Approach - a Reflexive Note -- 12.4 Digital Educational Experiment - Distal but Relationally Proximal -- 12.5 Creating New Motivating Conditions: Role of the Researcher -- 12.5.1 Chapter 13: Family's Positioning in Educational Experiment -- 12.5.2 Chapter 14: Developing Design Principle for Spatial Reasoning App -- 12.5.3 Chapter 15: Researcher's Positioning - Resolving the Dilemma Research Purpose and Pedagogical Purpose in the Educational Experiment -- 12.6 Conclusion -- References.

Chapter 13: Digital Educational Experiments: Re-conceptualising Families' Roles as Competent Educators and Co-researchers for STEM Conceptual Development -- 13.1 Introduction -- 13.2 Two Guiding Principles for the Digital Educational Experiment Design -- 13.2.1 Pedagogic Design: Mini-workshops and Storytelling Sessions -- 13.2.2 Collective Digital Activity Settings: Mutual Alignment in Motives -- 13.3 Study Design and Implementation -- 13.4 Data Showcasing the Effectiveness of the Study Design -- 13.4.1 Families as Motivated Co-researchers -- 13.4.2 Families as Competent Educators -- 13.5 Conclusion -- References -- Chapter 14: Digital Spatial Game Development and Practice Analysis in the Home Setting -- 14.1 Introduction -- 14.2 Digital Tools and Children's Conceptual Thinking in Early Years -- 14.3 Design of the Study -- 14.4 Theoretical Foundation of the Game Design -- 14.5 Practice Developing Research Approach -- 14.5.1 Instruction and Information for Parents -- 14.5.2 Interaction with Families During Observation Sessions -- 14.6 Data from Video Observation -- 14.7 Discussion -- 14.8 Conclusion -- Appendix -- Description of the Digital Games -- Rosie -- Winter Quilt -- Fun Shapes -- 3 Little Pigs -- References -- Chapter 15: Researcher's Positioning in a Digital Educational Experiment: Conceptual PlayWorlds in the Home Setting -- 15.1 Introduction -- 15.2 The Researcher's Role in Creating a New Activity Setting -- 15.3 The Researcher's Dual Social Role -- 15.4 The Researcher's Use of Theoretical Concepts as Methodological Design Principles -- 15.4.1 Crisis -- 15.4.2 Motives and Demands -- 15.4.3 Leading Activity -- 15.5 Responding to the Changing Family Context -- 15.6 Conclusion -- References -- Part IV: Digitalisation of Institutional Practices -- Chapter 16: Unfolding Innovation Through the Digitalisation of Institutional Practices.

16.1 Introduction -- 16.2 Dialectic Perspective on Crises -- 16.2.1 Dialectics (and Crisis) Explained with the Cultural-Historical Wholeness Approach -- 16.3 Back to Normal? -- References -- Chapter 17: When Early Childhood Teacher Education Becomes a Hologram: Innovating Motives and Uninnovating Dilemmas -- 17.1 Introduction -- 17.2 Lockdown and Political Demand for Continuation of Dissituated ECTE -- 17.3 ECTE Becoming a Hologram -- 17.4 From Private to Collective Innovating -- 17.5 A Crisis of Irrelevant Innovation -- 17.6 The Danger of Neoliberal Motives Colonising Digitalisation -- References -- Chapter 18: Researching Intergenerational Engagements and Programmes During the COVID-19 Pandemic: A Methodological Reflexivity on Research Pivots -- 18.1 Introduction -- 18.2 Research on Intergenerational Engagements and Programmes -- 18.3 The Dilemma: Implications of the COVID-19 Pandemic to IG Research -- 18.4 The Motives -- 18.5 The Actions -- 18.5.1 Epistolary and/or Semi-structured Online Interviews -- 18.5.2 Online Form and Photo/Video/Voice Elicitation -- 18.5.3 Online Focus Group Discussions -- 18.6 The Transformation -- 18.7 Conclusion: Some Reflections -- References -- Chapter 19: Data Sharing Is Caring: Crisis-Induced Realisation of Open Access Policy in a PhD Project on Food Practices -- 19.1 Introduction -- 19.2 Stuck in Norway During the COVID-19 Pandemic -- 19.3 A Metaphor: The DNA Model -- 19.4 The Rationale for Data Sharing -- 19.5 Orienting Myself to the Interview Dataset -- 19.6 Conclusion -- References -- Part V: Resilient Digital Agility-Professionals Navigating a Crisis -- Chapter 20: Theorization on the Nexus of Crisis, Resilience, and Digital Agility -- 20.1 Introduction -- 20.2 A Starting Point for the Conceptualisation of the Nexus of Crisis, Resilience, and Agility -- 20.3 Resilient Digital Agility at Work-Four Examples.

20.4 Respond, Recover, Reimagine, and Recraft-Four Characteristics of Resilient Digital Agility.