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.