Methodological Challenges of Studying Children in a Living Laboratory
Case example of Conceptual PlayLab
Bibliographic Data
| ID | 12944295 |
|---|---|
| Authors | Marilyn Fleer (0000-0002-1224-5510, Australian Research Council, corresponding author), Glykeria Fragkiadaki (0000-0001-7280-783X, Australian Regenerative Medicine Institute), Prabhat Rai (0000-0001-9344-2614, Australian Regenerative Medicine Institute) |
| Year | 2020 |
| Volume | 16 |
| Issue | 3 |
| Pages | 47-59 |
| Publication date | 2020-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Cultural-Historical Psychology (JOURNAL) |
| Journal identifiers | ISSN: 1816-5435 • E-ISSN: 2224-8935 |
| Publisher | Moscow State University of Psychology and Education (PUBLISHER • RU) |
| DOI | 10.17759/chp.2020160306 |
| OpenAlex | W3094582563 |
| Language | EN |
| Citations received | 9 |
| References cited | 5 |
Digital technologies have created possibilities in research unavailable when Vygotsky first introduced his cultural-historical approach for studying children’s development. More needs to be known about the relations between methodology and method when using digital tools in the early developmental period (1-5 years). In this paper we introduce the concept of a living laboratory to capture the research dynamics of this cultural age period in family homes and preschool settings under conditions of an educational experiment. We discuss Vygotsky’s theoretical concepts as foundational for theorising the use of digital tools for researching in a living laboratory. Central for a living laboratory are: (1) capturing development in motion, (2) including the past in the present research context, (3) designing studies in ways that go beyond fossilised complete forms of development, and (4) creating study conditions for condensed and amplified forms of development. To bring these conditions into the research contexts where a condensed form of development emerges opens up a dynamic yet dialectical way of studying early development. We showcase digital tools, such as VR and digital data collection, as part of (1) undertaking an educational experiment of a Conceptual PlayWorld, and (2) a cultural-historical conception of longitudinal research for studying the conceptual development of infants, toddlers and preschoolers within a living laboratory
Aesthetics · Conceptual framework · Context (archaeology · Dialectic · Engineering ethics · Epistemology · Geography · Period (music · Social science · Sociology · Child Development and Digital Technology · Early Childhood Education and Development · Engineering · Innovative Education and Learning Practices · Psychology
Conceptual PlayWorld
“What parts of the plants do we eat, is this STEM?” – A study of Chinese kindergarten teachers' STEM professional development
Promoting Chinese children's agency in science learning
The social and cultural genesis of collective imagination during infancy
A rural Chinese kindergarten teacher's pedagogical shift
A cultural-historical study of emotions in play
Above, below, or equal? Exploring teachers’ pedagogical positioning in a playworld context to teach mathematical concepts to preschool children
Ciência e imaginação nos anos iniciais do ensino fundamental
Science and imagination in elementary school
| Unique citing works | 9 |
|---|---|
| Citations per year | 1,8 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |