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Looking into ECED spaces: Visual ethnography’s contribution to thinking about quality

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Abstract:

Discussions about what constitutes a quality EC environment rarely focus on the visual or spatial, except to provide contextual information for talking about children’s development in the preschool years. In our previous CIES presentations we have reported on issues relating to local and global connections in the three case study settings (India, South Africa and an Aboriginal community in Canada); the findings appear in 'Shades of Globalization' (2010). In this presentation we draw from the field of visual ethnography and space theory with a retrospective reflection on some of what we actually saw during the four years of this research.

With EC settings considered in terms of culture, visual images provide insights that allow for in-depth understanding of the meaning the participants attach to the ways in which they organize spaces and the children within them. Visual images may support data obtained through informal interviews and observations of teacher-child interactions, or they may demand further reflection on what was actually observed. Third space theory allows us to consider EC places as hybrid learning spaces, linking home and school environments.

The presentation will provide images of interior and exterior spaces, focusing for example on what was on the walls, asking why was it there, who put it there, with what in mind? We will then look at spaces, not so much in terms of size in relation to the numbers of children, but how even a very small space could be dovetailed to what children need or like to do, or alternatively, act to control and constrain. In this light, the significance of the arrangement of children and teachers within the space will be considered.

The presentation reflects on a number of findings that have been published in 'Shades of Globalization' as well as in Prochner, Cleghorn & Green (2008).
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p492250_index.html
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MLA Citation:

Prochner, Larry. and Cleghorn, Ailie. "Looking into ECED spaces: Visual ethnography’s contribution to thinking about quality" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492250_index.html>

APA Citation:

Prochner, L. and Cleghorn, A. , 2011-05-01 "Looking into ECED spaces: Visual ethnography’s contribution to thinking about quality" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492250_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Discussions about what constitutes a quality EC environment rarely focus on the visual or spatial, except to provide contextual information for talking about children’s development in the preschool years. In our previous CIES presentations we have reported on issues relating to local and global connections in the three case study settings (India, South Africa and an Aboriginal community in Canada); the findings appear in 'Shades of Globalization' (2010). In this presentation we draw from the field of visual ethnography and space theory with a retrospective reflection on some of what we actually saw during the four years of this research.

With EC settings considered in terms of culture, visual images provide insights that allow for in-depth understanding of the meaning the participants attach to the ways in which they organize spaces and the children within them. Visual images may support data obtained through informal interviews and observations of teacher-child interactions, or they may demand further reflection on what was actually observed. Third space theory allows us to consider EC places as hybrid learning spaces, linking home and school environments.

The presentation will provide images of interior and exterior spaces, focusing for example on what was on the walls, asking why was it there, who put it there, with what in mind? We will then look at spaces, not so much in terms of size in relation to the numbers of children, but how even a very small space could be dovetailed to what children need or like to do, or alternatively, act to control and constrain. In this light, the significance of the arrangement of children and teachers within the space will be considered.

The presentation reflects on a number of findings that have been published in 'Shades of Globalization' as well as in Prochner, Cleghorn & Green (2008).


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