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Vidya answered on
Sep 20 2021
CRITICAL ANALYSIS OF VIDEO VIGNETTES FEATURING INTERACTIONS WITH YOUNG CHILDREN
Video 1: Interaction Analysis
Source: Finger Painting Video 1: https:
www.youtube.com/watch?v=LTEovndcFaO
Early Childhood Australia (ECA) Learning Hub, 7 August 2012
Duration: 0:10 – 1:10 seconds
Interaction Transcript
Key:
ECE = Early Childhood Educato
E = Ethan (approx. 3 year old boy)
C = Clem (approx.. 3 year old girl)
1. E: [(Stamps the paint on table and looks at handprint) + (Holds the paint
ush in the right hand)]
2. ECE: [(Stands behind E and leans across him) + (Takes the green paint container using her left hand)]
3. ECE: You pour it on the table + (empties the paint container on the table)
4. E: (Watches the activities done by ECE) + Oh cool! I want to do that
5. ECE: Yeah + (Keeps the container on table)
6. E: (Puts down the
ush)
7. ECE: Now just swish it and I’ll wipe it all up later + (Shows actions with fingers)
8. E: (Moves towards the paint container and lifts it up)
9. ECE: (Picks up the paint
ush) + There’s some, swish that first + (Puts
ush in green container held by E) + (Keeps the container on the table)
10. E: OK
11. ECE: (Demonstrates with hand) + Swish it with your fingers
12. E: Swish, Swish
13. ECE: Beautiful, I’ll just wash my hands + (Goes from there)
14. E: Do you like it?
15. E: (Looks up at C) + Do you want to do what I’m doing?
16. C: No
17. E: It’ cool + (Looks at his hand covered with paint)
18. E: ( Looks at the green paint container and moves towards it) + ( Lifts the container and removes the
ush from it) + (Keeps the
ush on table and lifts the container with both hands)
19. E: I’m just doing this + (tips the container upside down)
20. E: I just have to tip it + [(Puts the container upside-down on the table) + ( taps its base 5 times)
21. ECE: (comes back and stands behind E) + We do a big + (Writes E on the paint swished by E)
22. ECE: Do you know what that is?
23. E: (Moves forward to the letter E and looks at it) + Ethan
24. ECE: Eeeeee
25. E: (Smiles and swishes the paint again in circular motion)
26. ECE: Eee! Oh! The E is gone!
27. E: (Stops swishing and moves to the container)
28. ECE: Did you want to do it on the table and we’ll leave that for later? + (Takes a paper that was in front of C)
29. E: (Picks up the container and glances at C’s hand and looks at her face)
30. ECE: That’s beautiful Clem, I’ll put it in here to dry.
31. E: (Puts the container) + (Swishes the paint again in circular motion)
32. E: Do you like it? + (Extends both arms and swishes the paint) + (Looks at C)
33. ECE: Shall I pour it on the table so that you can do it Clem?
34. C: Yes
35. E: (Looks towards ECE) + We need more green, I need more green
36. ECE: [(Picks up the green paint container) + (Picks up that
ush that lie on the table)
Critical Analysis of the Dialogue
The Early Childhood Educator (ECE) is guiding the children for a structured indoor sensory play. In this video, Ethan is engaged in playing with the paint using his hands, at a play table with his peer, Clem.
In an article by Arthur et al (2018), he defines this activity as exploratory and creative play. Here, Ethan explores the texture of the paint in which he is encouraged to play with the paint on table by swishing it around and creating drawings (or) writing his name (EYLF Outcome 5). The Early Childhood Educator (ECE) stays near to the two children and guides them throughout the session.
This interaction offers the developing insights into problem solving, communication as well as self-regulation in the early years pedagogy.
Effective Communication: In this interactive session, Ethan is found to be engaged with both the ECE and his peer, Clem. Though Clem provides only limited ve
al responses, Ethan tries to communicate with her too (see line 14, 15, 17, 19), Ethan keeps himself engaged in the activities that he has interest upon (EYLF Outcome 1: developing resilience and sense of agency).
As Clem did not give much responses, Ethan tries to use eye contact and also pleasant ve
al tones and postures as well to receive responses from Clem. He is found to be actively involved and socially competent child (Arthur et al, 2018). The main interesting act is that both the children talks (or) communicates when the ECE leaves the place.
The dialogues are mostly used by the ECE to give instructions to the children (see lines 3, 5, 7, 11, 13, 30), although sometimes, it’s for teaching them (see lines 9, 28 and 33). The activities directed by the educator are followed (or) agreed by the children which strengthens the adult-child power relationships.
This video does not cover the complete view of the ECE, hence her facial expressions can’t be viewed clearly in this interaction. She is mostly found to stand behind Ethan and do not come down to the children’s level. Because of her position, she can’t have a perfect view of Ethan’s expressions which can lead to a misunderstanding regarding his likes and dislikes, the activities that he do etc. This positioning also maintains a separation between her and the children.
The importance of actively listening and understanding the activities and voice of a child is explained in the article by Mu
ay (2019). It demonstrates how a child’s perspective is valued and hence even the child is valued well.
Adult learning goals: The ECE consistently instructs the children, specially Ethan to paint on the table using his hands. These instructions will help the children’s sensory capabilities and disposition potentials (EYLF Outcome 3). By following the swishing activity, Ethan demonstrates his cooperation and coordination skills too. As he tries to
ing out more paint from the container, his problem solving capability is also demonstrated.
Ethan is also encouraged to paint using his fingers, as the ECE entices him to write E on the paint spread on the table (see lines 21, 22 and 24). As the letter E is written on the table, he recognizes it as Ethan and smiles. Then he wipes out the letter by swishing vigorously on the paint. This hand motion and activity of Ethan conveys that he is not well interested in writing letters on the paint. The letter E drawn on the paint clearly relates to Ethan and it provides scaffolding for future learning and the development of competence which the children may develop in their future years.
The ECE could have given few co-constructions during this interaction where she has got some opportunities to do so. These co-constructions can enable knowledge development, complex ways of engaging oneself, as described by Arthur et al (2018). These approaches would be more akin to the philosophies of Malaguzzi and Reggio Emilia which says about the children develop their own way of learning.
Problem-solving and self-regulation: After watching the ECE tap paint on the table, Ethan develops an interest in doing the same. He moves towards the paint many times and also tries to tip it on the table himself (see lines 3 and 4). He also tries different tapping techniques so that he can
ing out the paint from the container (see lines 18, 20 and 31).
Ethan also demonstrates curiosity, enthusiasm, experimentation during his paly. He challenges himself to reach his goals during the attempt to
ing out the paint. Autonomy, resilience and self-regulation feature in the EYLF (Outcome 1).
Though Ethan’s interest was on the paint container, he also self-regulated,...