Presentation on theme: "EECERA 2007 Prague Research with children Pernille Hviid University of Copenhagen."— Presentation transcript:
EECERA 2007 Prague Research with children Pernille Hviid University of Copenhagen
Research with children, EECERA 2007 …the most essential turn-around that must be made in the study of the environment is the transition from absolute to relative indicators (…): most of all we must study what it means for the child, what the child’s relation to the separate aspects of the environment is (Vygotsky, 1987 p. 293)
Research with children, EECERA 2007 All experience is always experience of something. (…) But every experience is my experience (…) in experience, environment is given in its relation to me, how I experience this environment; on the other hand, features of the development of my personality have an effect. (Vygotsky, 1987, pp. 294-295)
Research with children, EECERA 2007 “we have studied inadequately the internal relation of the child to those around him, and we have not considered him as an active participant in the social situation” (Vygotsky, 1987, p. 292)
Research with children, EECERA 2007 Jonathan: At some point you put up a limit. There are private matters. Interviewer: Isn’t it private matters you have told me about? Jonathan: No, not very important matters. I tell you my story of my life, my stands, points of view and I explain my points of view to you. No, not very personal things. I tell you about my life style and about myself, but not that many details.
Research with children, EECERA 2007 Jonathan: You could have spent 20 minutes telling about yourself. Where you live, if you have a boyfriend, what you like and what your hobbies are. It is actually easier to answer your questions, when you know the person a little. You can give deeper answers. You could then ask more private questions, and get more deepened responses, that you might need. Interviewer: But why? I understand what you say, but why? Jonathan: Because, I feel I can trust the person the more I know the person, who the person is. In that case, I know how you are. Then I can decide to put a limit to what I tell you, or just be open. Now I am just open, because I know that this is an educational matter to you. So I help you.
Research with children, EECERA 2007 Jonathan: We are in a different situation now. In fact, it is not you helping me, it is me helping you. Interviewer: Yes. (Laughs) That is an important difference. Jonathan: It is your decision, but I advice you to do so. That would be another style of psychologists. That would only be good.
Research with children, EECERA 2007 Jonathan: Because the persons have different attitudes towards different things, different questions and different points of view. They would ask questions in different ways and I would answer them in different ways. When you ask questions as you do now, I answer as I do now, but if you asked different questions in different ways, I would reply in ways that would fit those questions.
Research with children, EECERA 2007 Interviewer: But if I wrote my questions on a paper and gave them to another person, would it then be the same interview? Jonathan: Sort off… No … Not at all. Interviewer: Does that have anything to do with who I am, when I ask you? Jonathan: Yes. That’s it. I mean, I don’t know how you are as a person, but believing that you are who you are, I have said those things I have said. If it was another person, I would approach her, like she is, in that way …
Research with children, EECERA 2007 Research on issues of change is often performed with the help of methods that are designed to reveal static features of the issue studied.' (Valsiner, 1997)
Research with children, EECERA 2007 Interviewer: If I ask you to evaluate the story given to me and the drawing you have made then: Is it a picture of your life? Could there have been another picture presented? Could it look totally different? Jonathan: Hmmm, if it had been another person, of course. Interviewer: No, no. It is you. Jonathan: Or if you had told more about yourself? Interviewer: No, I am … I mean... (pause) Jonathan (smiles): You are thinking Interviewer: Yes. This is difficult. What I mean is: How do you think the story mirrors you? Is that how you think your life has been, with those limitations you put up for my knowledge of you? Jonathan: I think I have done a good job. It mirrors me a lot. But still, there are a lot of things, where you don’t know me. I could have deepened this one hundred times. One hundred times. But … the major lines. Yes. I would say: A world map, without the cities.
Research with children, EECERA 2007 Mary: And here in the sandpit … it is not too good at the moment … because there are all kinds of.. Frieda: … holes in it. But we are kind of used to that. That there are many holes in it. Mary: Arh Frieda!!! (They laugh and laugh.) The only thing that is not funny … in summertime … in the pool … you hit yourself and sometime… because there are many children in the pool, and they trample around… Frieda: … and sometimes you get muddy by beetles Mary: Aiii, Frieda!!! (They laugh and laugh.)
Research with children, EECERA 2007 Sophie: At Christmas we dip candles and make all kinds of nice things and in the spring, you can make woodwork. It is a really pleasant room with many cosy corners and you can play with Barbie dolls, so it is very pleasant… Ann: And you can draw and paint in here, sometimes you can make animals out of felt … Sophie: It is a very cosy room, and the adults are quite nice.
Research with children, EECERA 2007 Christian: I think you can hear the wind and it is raining a little, but of course you can’t feel that. John: If they could feel how cold it is, I am sure that they wouldn’t like it… Christian: No, and especially not when they are not wearing a jacket. John: No, because you are not by chance wearing a jacket indoors…
Research with children, EECERA 2007 The methodology of research must correspond to the phenomena under study. By promoting ‘rise of novelty in interdependent systems’ onto the research methodology itself, a Zone of Potential Research, might develop. This Zone of Potential Research will according to general developmental theory be fuzzy and disordered in some degree. It is argued that from this partly unforeseeable social situation to the researcher, there may rise novelties on a method level. The development of the Zone of Potential Research will hereby illuminate a history of active and engaged young persons who, together with a researcher explores methods best aimed at investigating their own lives and development.