Abstract
This article investigates methodological and analytical implications of video-based techniques for conducting participant observations with children (6–8 years of age). Video-based data are used to illustrate arguments concerning how children use different interaction strategies while being observed with a video camera. It is also argued that visual recordings constitute a source of knowledge in their own right. Hence, a strong claim is made concerning the importance of researchers reflecting upon recording procedures. The article also offers a discussion of some methodological issues that play a crucial role in video recording young children's peer interactions. The article emphasizes the need to attend to and reflect on all components of the research process, including procedures for data collection and visual analysis, as well as how the visual material is reproduced in the written text.
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