站在哪里?研究人员参与早期教育户外环境

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Christopher Speldewinde
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引用次数: 1

摘要

摘要背景在进行任何实地活动之前,教育研究人员将如何在立场方面与参与者互动的问题需要仔细思考。教育工作者和研究人员经常将观察作为收集儿童在幼儿教育和护理(ECEC)课堂环境中发展和学习的非正式数据的一种手段。由于数据收集通常涉及不同程度的观察和参与,因此需要明确说明研究人员的参与情况。当教室是一个户外的、以自然为基础的环境时,在这方面可能会出现特殊的挑战。目的这项小规模研究试图在STEM早期教学的背景下探索这些挑战。这项研究是在丛林幼儿园(也称为“丛林幼儿园”)内进行的,这是澳大利亚幼儿教育的一个发展背景。自然保护区、森林、海滩和围场的开放空间都是灌木丛幼儿园的环境。方法本研究采用人种学视角,对2015年、2017年和2020年期间,澳大利亚四所灌木林幼儿园的约10名教育工作者和120名4至5岁儿童的教学和游戏活动进行了研究。研究的大部分内容都用于观察和参与儿童正在进行的活动。受将研究人员的参与和观察置于完整性连续体上的研究传统的影响,对基于自然的教育和护理环境中研究人员参与的差异进行了分类。研究结果根据这一分类确定,研究人员对参与者的参与程度从低到高不等。深入的分析使我们能够确定这种参与范围如何对研究人员与教师和儿童参与者的参与既有好处又有局限性。结论本文为ECEC户外环境中民族志研究的方法论话语提供了贡献。通过密切关注研究人员参与该领域的方式可能会有所不同,它提供了一个参考框架,可以帮助其他在不同户外环境中设计和开展ECEC研究的研究人员。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Where to stand? Researcher involvement in early education outdoor settings
ABSTRACT Background Prior to approaching any field site activity, the question of how researchers in education will interact with the participants in terms of positionality requires careful thought. Observation is often used by educators and researchers as a means of collecting informal data on children’s development and learning in early childhood education and care (ECEC) classroom settings. As data collection often involves varying degrees of observation and participation, there is a need for a clear articulation of researcher involvement. When the classroom is an outdoor, nature-based setting, particular challenges can arise in this regard. Purpose This small-scale study sought to explore these challenges in the context of early years of STEM teaching and learning. The research was situated within bush kindergartens (also known as ‘bush kinders’), a developing context in Australian early childhood education. The open spaces of nature reserves, forests, beaches and paddocks all constitute settings for bush kinders. Method The study employed an ethnographic lens to the teaching and play activities of around 10 educators and 120 four- to five-year-old children in four Australian bush kinders during 2015, 2017 and 2020. Much of the study was devoted to observation and participation in the activities that the children were undertaking. Influenced by a research tradition that places researcher participation and observation on a continuum of completeness, differences in researcher involvement that occur in nature-based education and care settings were categorised. Findings It was determined from this categorisation that researcher involvement with participants ranged from low to high. The in-depth analysis allowed identification of how this range of involvement provides both benefits and limitations upon the researcher’s involvement with teacher and child participants. Conclusions This paper offers a contribution to the methodological discourse on ethnographic research in ECEC outdoor settings. In drawing close attention to the ways in which researcher involvement in the field may vary, it provides a framework of reference that could be helpful to other researchers engaged in designing and carrying out ECEC research in diverse outdoor settings.
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来源期刊
Educational Research
Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.00
自引率
2.90%
发文量
0
期刊介绍: Educational Research, the journal of the National Foundation for Educational Research (NFER), was established in 1958. Drawing upon research projects in universities and research centres worldwide, it is the leading international forum for informed thinking on issues of contemporary concern in education. The journal is of interest to academics, researchers and those people concerned with mediating research findings to policy makers and practitioners. Educational Research has a broad scope and contains research studies, reviews of research, discussion pieces, short reports and book reviews in all areas of the education field.
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