Abstract
Long day care is seen as niche for the social development of infants. It provides opportunities for infants to interact with familiar and similar-aged peers, and develop the skills needed to participate in and contribute to group play. Although research has described some of the ways that infants interact in groups, the pathway of social development among infant-peer groups in long day care has yet to be fully understood. Furthermore, studies of infant social development in laboratory-based settings as well in early childhood settings have been restricted by a priori selection of the behaviours and interactions to be observed and interpreted.
This interactive workshop outlines how the qualitative method of psychoanalytic observation was used interactively with quantitative coding and analysis in a recent doctoral study that aimed to generate new knowledge concerning how infants interact in groups in long day care and how their behaviour changes over time. Across a 19-month period, 20 infants ranging from 3 to 21 months of age and four educators from two long day care centres participated in the study. The psychoanalytic method was used during educator interviews that took place while watching video footage of a focus infant who they worked with. The results of these interviews and the resultant analysis of infant behaviours and interactions were then used to explain and understand findings of the quantitative component of the study.
Using qualitative methods interactively with quantitative methods revealed differences and contradictions in interpretation about the same identified and described behaviours and sequences, which were embraced as a way of disrupting truths about infant sociality and infant behaviour. Psychoanalytic methods enabled multiple voices to be incorporated into the research, including the voices of the educators who were frequently involved with the infants who participated in the study. Findings from the study identified a pathway of social development where infants watch the interactions between their peers as a way to learn about their relationship and the intentions of their play. Across time infants then approach and engage their interacting peers to experience a sense of belongingness in groups.
In this workshop, participants will be provided with opportunities to engage first-hand with the psychoanalytic approach whilst being supported by the presenter – a trained psychologist and art therapist. Time will also be provided for discussion about how this approach might inform participants’ own research disciplines and foci.
This interactive workshop outlines how the qualitative method of psychoanalytic observation was used interactively with quantitative coding and analysis in a recent doctoral study that aimed to generate new knowledge concerning how infants interact in groups in long day care and how their behaviour changes over time. Across a 19-month period, 20 infants ranging from 3 to 21 months of age and four educators from two long day care centres participated in the study. The psychoanalytic method was used during educator interviews that took place while watching video footage of a focus infant who they worked with. The results of these interviews and the resultant analysis of infant behaviours and interactions were then used to explain and understand findings of the quantitative component of the study.
Using qualitative methods interactively with quantitative methods revealed differences and contradictions in interpretation about the same identified and described behaviours and sequences, which were embraced as a way of disrupting truths about infant sociality and infant behaviour. Psychoanalytic methods enabled multiple voices to be incorporated into the research, including the voices of the educators who were frequently involved with the infants who participated in the study. Findings from the study identified a pathway of social development where infants watch the interactions between their peers as a way to learn about their relationship and the intentions of their play. Across time infants then approach and engage their interacting peers to experience a sense of belongingness in groups.
In this workshop, participants will be provided with opportunities to engage first-hand with the psychoanalytic approach whilst being supported by the presenter – a trained psychologist and art therapist. Time will also be provided for discussion about how this approach might inform participants’ own research disciplines and foci.
| Original language | English |
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| Publication status | Published - 2023 |
| Event | Australian Association of Research in Education (AARE) Conference 2023: AARE 2023 - University of Melbourne, Melbourne, Australia Duration: 26 Nov 2023 → 30 Nov 2023 https://aare.edu.au/ https://www.xcdsystem.com/aare/program/PJRPyvc/index.cfm?pgid=2998&RunRemoveSessionFilter=1 (Program) https://ieaa.org.au/IEAA/IEAA/Events/External-Event.aspx?EventKey=EXT261123#:~:text=The%20Australian%20Association%20for%20Research,at%20The%20University%20of%20Melbourne.&text=We%20look%20forward%20to%20welcoming,by%20the%20University%20of%20Melbourne. |
Conference
| Conference | Australian Association of Research in Education (AARE) Conference 2023 |
|---|---|
| Abbreviated title | Truth, Voice, Place: Critical junctures for educational research |
| Country/Territory | Australia |
| City | Melbourne |
| Period | 26/11/23 → 30/11/23 |
| Other | NOTE FROM THE CONFERENCE CHAIR We look forward to welcoming you to the AARE 2023 Conference hosted by the University of Melbourne. The theme of the conference this year is Truth, Voice, Place: Critical junctures for educational research. We invite education researchers to explore critical junctures in the field. We are excited to bring together a diverse community of scholars to engage in meaningful discussions and exchange ideas on the pressing issues facing education research today. As you will see in the Call for Papers, one immediate context for the conference theme is the upcoming referendum on recognising Aboriginal and Torres Strait Islander peoples in the Australian Constitution. This represents one of the many critical junctures facing educational researchers today, both locally and internationally. The conference aims to provide a welcome forum for scholars to discuss the implications of this historic moment, alongside the intersection of education research with broader local and global change. We welcome submissions from education researchers across all areas of the field, including curriculum, policy, pedagogy, assessment, and leadership. We hope that the conference will provide opportunities for transformation, new possibilities, and new collaborations. |
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