Early Childhood Qualitative Research
J. Amos Hatch
Taylor & Francis, 2007 - Education - 251 pages
How can qualitative researchers make the case for the value of their work in a climate that emphasizes so-called "scientifically-based research?" What is the future of qualitative research when such approaches do not meet the narrow criteria being raised as the standard? In this timely collection, editor J. Amos Hatch and contributors argue that the best argument for the efficacy of qualitative studies in early childhood is the new generation of high quality qualitative work. This collection brings together studies and essays that represent the best work being done in early childhood qualitative studies, descriptions of a variety of research methods, and discussions of important issues related to doing early childhood qualitative research in the early 21st century. Taking a unique re-conceptualist point of view, the collection includes materials spanning the full range of early childhood settings and provides cutting edge views by leading educators of new methods and perspectives.
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action research activities approaches asked Bob the Builder camcorder challenges chapter child childhood qualitative research classroom constructivist context critical theory cultural curriculum data collection decolonizing research describe developmentally appropriate digital video discourses discussion early childhood education early childhood qualitative early childhood research educational research Elizabeth Peabody epistemologies Erickson ethnography example experience families focus group gender Hatch hermeneutic identify indigenous inquiry interactions interpretation interview issues Journal kindergarten kindergarten teachers knowledge kylie language learning literacy MacNaughton Margarethe Schurz meaning methodologies methods narrative observation one’s Paley paradigms participant observation participants Peabody’s perspectives play positivist postcolonial postmodern postpositivist poststructural poststructuralist practices preschool Press programs qualitative studies record reflect refugees Reifel relationships research process research project research questions research with children Rhedding-Jones social stories strategies Swadener teaching texts Thousand oaks tion understanding voices writing York young children