Using Evidence for Advocacy and Resistance in Early Years Services

Exploring the Pen Green research approach

Eddie McKinnon

• Publisher: Routledge
• Year: 2013
• ISBN:
  9781134649839
• Edition: 1
• Topic: Education
• Subtopic: Education General

Insightful and relevant, Using Evidence for Advocacy and Resistance in Early Years Services supports practitioners working in Early Years settings to develop the knowledge and skills required to carry out research into their own practice. Based on the renowned Pen Green approach, which advocates that co-constructed practitioner- and parent-led research leads to more effective practice and improved outcomes for all, contributors to this fascinating book explore a variety of research methodologies and techniques that have been used and developed over thirty years of provision at the Pen Green Centre for Children and Families.

The Pen Green Centre are leaders in the area of participatory research, and for many readers this book will be a primer in this new and developing approach. This practical text, which uses highly inclusive research methods, shows how providing opportunities for workers, researchers, parents, practitioners and children to co-construct the research gives it an authenticity and validity which would otherwise be lacking. Using Evidence for Advocacy and Resistance in Early Years Services will be of use to practitioners working in early years settings, researchers in early childhood education and policy-makers at all levels of local and national government.

Chapter 1

Supporting children’s transitions within a nursery school

Julie Medhurst

Introduction

Using observations and video footage during their settling-in period, and again four weeks later, Julie Medhurst examined the relatively under-researched area of young children’s transitions within a setting. Employing a case study approach, she followed twin boys aged 2 years and 6 months as they made the transition from the Baby and Toddler Nest to the Den Nursery at the Pen Green Centre for Children and Families. Using narrative observations, video material and interviews carried out with the children’s parents and Family Workers, Julie Medhurst examines the effects of the twins’ transitions from the Nest to the Den. The critical nature of the relationships between all of these key people was analysed. Julie’s research was influenced by the notion that during transitions ‘familiar people, places and routines become even more important than usual … children need continuity in order to manage change’ (Roberts, 2007). Findings highlighted the need to ensure that the emotions of all concerned are contained and supported during transitions – children, parents and workers. This was achieved in this study by the twins’ mother and Family Workers closely liaising as the transition approached and then the mother and Family Worker in the Den having opportunities to observe each other’s approaches during the twins’ two-week settling-in period. Julie Medhurst also comments on the emotional sense of ‘loss’ experienced by practitioners as children ‘move on’ and how this can be dealt with, especially for those going through this process for the first time.

My research questions and the ethics of choosing a family

My research in the Pen Green Baby and Toddler Nest focused on how the process of transition was managed from the Nest into the Nursery focusing on the following two questions:

• How effectively were the children in the Baby and Toddler Nest supported emotionally?

• How can we best support infants’ transition?

As a researcher undertaking my first research project, it was important for me to develop my understanding of what it means to behave ‘ethically’. I was influenced by the thinking of Martin Denscombe, who says that the ethical problem is ‘no longer one of what it is possible or logical to do, … but one of what ought to be done taking into consideration the rules of conduct that indicate what it is right and proper to do’ (Denscombe, 2002: 175).

I drew upon the Pen Green code of ethics throughout my study. I was very taken with the idea that at Pen Green it is important that all research is ‘enabling and participative’ (Whalley and the Pen Green Centre Team, 2001: 12), the emphasis being on co-construction with the workers, families and children; our belief is that research should not involve ‘doing things to people’ (ibid., emphasis added). Adhering to the Pen Green ethical code

• I spoke to all parties involved, giving them a brief outline of my proposed study before starting it, and liaised closely throughout the project to ensure that meeting times and places were convenient and comfortable for everyone.

• I provided opportunities for all data to be shared and discussed with the parent and Family Workers, clearly informing them that I was writing up my research as a conference paper. Once the interview tapes had been transcribed, I provided a copy for each participant on the understanding that if there was any part that they were unhappy with or did not want to be shared publicly, it would be removed and not used. The parent and Family Workers each received a copy of the finished paper so that they could make amendments as they felt appropriate. At the end of the project all video-taped footage was given to the parent, and the tape-recorded interviews were deleted from recording devices and computers.

• I spoke to the practitioners in the Baby and Toddler Nest team about my interest in transitions and ascertained that this was something that was pertinent to the team. As transitions occur throughout the year within the Baby and Toddler Nest, staff had already given careful consideration to how transitions were managed. In addition to this, during my initial conversations with the parent, it became clear that she had some anxieties about the boys leaving and moving into the Nursery and was interested in becoming involved with this project.

• I endeavoured to earn people’s trust. For me, this meant that I made sure that I did exactly what I said I would do and shared the information as I said I would. As a new member of staff to the Centre and to research, it was critical that I was successful in achieving this aspect of the code of ethics. I was asking people to put their trust into an unknown quantity (me), and the success of this study, and the potential to undertake future projects with parents and workers at Pen Green, depended upon me fulfilling my promises.

• I examined the process of transition from multiple perspectives to identify whether or not the process is managed effectively for all of those involved and whether any changes could be made to improve the process of transition for the Family Workers and the children and families attending the Baby and Toddler Nest.

In addition to the Pen Green code of ethics, I wanted to ensure that I had obtained ‘informed consent’ as defined by Homan (1991: 71) in that

• “all pertinent aspects of what is to occur and what might occur are disclosed to the subject

• the subject should be able to comprehend this information

• the subject is competent to make a rational and mature judgement

• the agreement to participate should be voluntary, and free from coercion and undue influence”.

For the adults involved in my study I was able to draw up an ethical contract that outlined my proposal and how the resulting paper was to be used. I asked each person to read this and sign if they were happy with the content. At each meeting we could revisit the contract and discuss the subsequent procedures, offering opportunities for questions and amendments as appropriate. We discussed the issue of confidentiality and anonymity and the right to withdraw from the project at any time.

However, obtaining ‘informed consent’ from the two boys involved in my study was less straightforward due to their age (2 years 6 months). As a compromise under these circumstances I relied upon my professionalism, and my developing relationship with the boys, which enabled me to tune in to their body language. If their non-verbal signals indicated that they were uncomfortable or unhappy with either my presence or being video recorded, the process was stopped and either resumed at a more appropriate time or alternative methods were found.

Choosing a family and multiple perspectives

During a discussion with Linda, the manager of the Baby and Toddler Nest, we identified five children who were currently experiencing the process of transition from the Nest into the Nursery. Subsequently, Linda spoke to all of the Family Workers involved, explaining my interest in transitions, and asked if anyone would be prepared to record their thoughts on the process. One Family Worker, Christine, wrote a candid reflection that included not only details of the practical aspects of the process but also alluded to how the process ‘felt’ emotionally for herself and the parent. While initially my interest had been focussed on the experience of the process of transition for the child, Christine’s account made me consider how transitions were experienced by the adults, too. Drawing on Richardson’s idea of crystallization, exploring the thoughts and feelings of all of the adults involved in this process would give me a much deeper understanding of transitions: ‘Crystallization, without losing structure, deconstructs the traditional idea of “validity” (we feel how there is no single truth …) … crystallization provides us with a deepened, complex, thoroughly partial, understanding of the topic’ (Richardson, 2000: 934). As I had already been working alongside Christine for one morning a week in the Baby and Toddler Nest for several weeks, I felt able to approach her myself to discuss my proposal. Mindful of Freire’s notion of ‘subjects not objects’ (1996: 18), I spoke to Christine and asked her if she would be interested in becoming involved in a small study, looking closely at the process of transition for Michael and Martin, twin boys about which she had written her reflective account. She indicated that she would like to be involved, and we discussed what would be the most appropriate way to proceed.

As Michael and Martin’s Family Worker, Christine already had an established relationship with the boys’ mother, Valerie. We felt therefore that it would be better for Christine to speak with Valerie initially to establish whether or not she would like to be involved in this project. To support this initial discussion, I wrote a letter to Valerie explaining a little about myself, my background and my interest in transitions. Once Valerie had agreed in principle, I arranged a convenient time to meet with her. This was an opportunity to introduce myself and to discuss the project with Valerie in more detail. During this meeting I explained my focus for this study. I asked her if she would consider being interviewed as part of the project, and I explained that the data collected from this study would be used to produce a paper that would be part of a presentation at the European Early Childhood Research Association Annual Conference. Valerie indicated that she was happy for herself, Michael and Martin to be involved with this project. I gave Valerie my telephone number so that she could contact me at any point during the process as she felt necessary, whether to ask further questions, arrange to meet or to talk generally about the project.

Recognising ‘that there are far more than “three sides” from which to approach the world’ (Richardson, 2000: 934), there was another perspective that was very important during this transition. Margaret would be the Family Worker whose group Michael and Martin would belong to once they had transitioned into the Nursery, and I felt that this project would be incomplete without her perspective. Although I knew Margaret as one of the Family Workers in the Nursery, I had had little contact with her at this point. I therefore arranged a very informal meeting that enabled us to get to know one another a little better. During the meeting we were able to discuss my project and whether or not Margaret would consider being involved. She agreed and I began to consider the methods and techniques that would most effectively capture the essence of the process of transition for all of the participants.

Methodology and methods

Positivist or Interpretive?

As a new researcher it was important for me to understand the main differences between the two main research paradigms that researchers use as frameworks – Positivist (also referred to as Normative) and Interpretive – and to identify which would best serve the style of research that I was to undertake (Middlewood et al., 1999).

As my research question focused on how transitions were managed from the Baby and Toddler Nest into the Nursery, I was trying to understand the process, how it impacted on the individuals involved and whether or not any improvements could be made. My dataset included my own observations of Michael and Martin along with the perspectives of a range of others involved, so multiple perspectives on the process of transition were gained. My study was small in terms of its scale, concentrating on the experience of the process for one family and two key workers; my research began ‘with individuals and set out to understand their interpretations of the world around them’ (Cohen et al., 2000: 23). This clearly placed my research into an Interpretive approach.

Methods and techniques

The fundamental aim of action research is to improve practice rather than to produce knowledge.

(Elliot, 1991: 49)

As the focus for my research question was how to improve transitions from the Baby and Toddler Nest into the Nursery, I had to consider which methods and techniques of data collection would most effectively represent the perspectives of all of the parties involved. The suggestion that ‘The involvement of teachers is seen as one way of making research more relevant’ (Middlewood et al., 1999: 5) supports the belief at Pen Green that research should be co-constructed with workers, families and children, and this influenced my choice of research methods.

The methods I felt would be most appropriate to use during this study were

• observation

• video recordings and

• semi-structured interviews that were sound recorded and then transcribed.

I devised a timeline plan to organise my data collection, and this proved to be a vital part of my process as it supported me in observing Michael and Martin over the course of a month and ensuring that the interviews with the key people in the research project took place at the end of this process.

Use of observation

The opportunity of a placement in the Baby and Toddler Nest at a set time each week provided me with the opportunity to deepen my understanding of the organisational aspects of the Centre, and also to develop relationships with the workers and the children. Through this, my role became one of participant observer, as described by Cohen, engaging ‘in the very activities they set out to observe … as far as the other participants are concerned, they are simply one of the group’ (Cohen et al., 2000: 186). One of the advantages of this approach is the opportunity to ‘develop more intimate and informal relationships with those they are observing, generally in more natural environments than those in which experiments and surveys are conducted’ (Bailey, 1978, cited in Cohen et al., 2000: 188).

As a participant observer I was able to observe Michael and Martin in the Baby and Toddler Nest prior to their transition into the Nursery. This opportunity to get to know Michael and Martin in an environment where they felt safe and secure enabled me to tune into similarities and differences in their behaviour during the process of transition. It also enabled me to develop a positive working relationship with Christine, their Family Worker, which I believe was a key factor in her feeling able to be candid with her answers during our interview.

Use of video recordings

Video recording has been used as a successful method of data collection for many years at Pen Green because ‘Video recording creates permanent primary records as resources that can be shared between researchers and practitioners whose activities are recorded, facilitating reflective review by both’ (Jordan & Henderson, 1995: 52). This method of data collection therefore supports the belief at Pen Green that research should ‘Provide data that are open to, accountable to and interpreted by all the participants’ (Whalley and the Pen Green Centre Team, 2001: 13).

In my study, video was used to record Michael and Martin during their second day of the two-week settling in period, and again once they had been attending the Nursery for four weeks. This provided me with data that I viewed with the Family Workers, Valerie and colleagues at the Research Base to discuss the impact of the process of transition on Michael and Martin, heightening my understanding of their experiences as ‘It is in the course of repeated viewing that previously invisible phenomena become apparent and increasingly deeper orders of regularity in actors’ behaviours reveal themselves’ (Jordan & Henderson, 1995: 52). This was certainly the case for us. We were able to return to the data many times and identify facial expressions and slight movements that may otherwise have gone unnoticed, particularly useful when considering Michael and Martin’s levels of Well-being and Involvement (Laevers, 1997).

Use of interviews

While observations and video recordings enabled me to explore the process of transition from Michael and Martin’s perspective, ‘interviewing is a good way of finding out what the situation looks like from other points of view’ (Elliot, 1991: 80), and the interviews gave me an insight into how the process was experienced by key adults.

Semi-structured interviews are consistent with a qualitative approach and attempt to ‘portray and catch uniqueness, the quality of a response, the complexity of a situation’ (Cohen et al., 2000: 272). I chose to use semi-structured interviews where I could ask each adult a series of open-ended questions that ‘respondents can answer in their own way and in their own words, i.e., the research is responsive to participants’ own frames of reference’ (Cohen et al., 2000: 270).

Each interview was tape-recorded and subsequently transcribed. Althou...

Table of contents

• Cover
• Half Title
• Title Page
• Copyright Page
• Table of Contents
• List of contributors
• Preface: A review of the Pen Green research paradigm
• Introduction: The Pen Green Research, Training and Development Base
• 1 Supporting children’s transitions within a nursery school
• 2 Multiple perspectives
• 3 Using attachment theory to inform practice in an integrated centre for children and families
• 4 Polyvocal ethnography: Making sense of practices
• 5 Making Children’s Learning Visible: Uncovering the curriculum in the child
• 6 Parent-to-parent interviewing at Pen Green: Voice, richness, depth
• 7 A week in the life of the Pen Green Centre: Mass-Observation comes to Corby
• 8 Localised ethnography, local advocacy and community development: Touching, and being touched by, your community
• 9 Narrative enquiry: The Architecture of Access
• 10 The voices of their childhoods: Families and early years practitioners developing emancipatory methodologies through a tracer study
• Index