Year: 2024
Type of paper: Individual Paper
Abstract:
Despite the continuous growth in the numbers of toddlers attending early childhood education and care (ECEC) services in many countries, educational research focusing on children under three years of age is still scarce. One of the reasons for this scarcity is methodological.
Verbal and non-verbal interaction is a key element in the pedagogy of ECEC . Non-verbal communication, such as body language, gestures, and visual gaze, influences teacher–child interactions in classrooms (Jamison, 2014). This study explored early childhood education and care (ECEC) teachers' visual gaze during interactions with groups of children under three years of age, utilizing mobile eye-tracking glasses in Finland. We focused on teachers' visual gaze during play and guided activities in ECEC. Previous eye-tracking studies have been conducted in real-world classroom settings, mainly in secondary and primary schools (Muhonen et al., 2020).
The study was conducted as mixed-method research. Data were collected from play and teacher-guided activities using mobile eye-tracking glasses, the retrospective thinking aloud (RTA) method, and semi-structured interviews. This project followed the ethical guidelines of the Finnish National Advisory Board on Research (2012). The research proposal received approval from the ethics committee of the University of Jyväskylä. Participation was voluntary, and permission was sought from the municipality. The participating teachers and the guardians gave their written informed consent to participate in the study.
During play and guided activities, children seeking gaze and the position of children in the classroom influenced the number of teachers' gazes. In the teachers' explanations, five categories were identified: protection, physical and emotional availability, teaching and learning, facilitation, and initiatives. Teachers explained their gaze and behavior based on their knowledge of the child and their developmental needs. Findings suggest that through eye-tracking, we can reflect on teacher-child interaction. Additionally, it can be concluded that eye tracking technology enhances the research of the pedagogy and interaction of children under three years old. These findings can be utilized in ECEC practices and teacher training.
Jamison, K., Cabell, S., LoCasale-Crouch, J., Hamre, B., & Pianta, R. (2014). CLASS–infant: An observational measure for assessing teacher–infant interactions in center-based childcare. Early Education and Development, 25(4), 553–572. https://doi.org/10.1080/10409289.2013.822239
Muhonen, H., Pakarinen, E., Rasku-Puttonen, H., & Lerkkanen, M.-K. (2020). Dialogue through eyes: Exploring teachers’ focus of attention during educational dialogue. International Journal of Educational Research, 102, 101607. https://doi.org/10.1016/j.ijer.2020.101607
Verbal and non-verbal interaction is a key element in the pedagogy of ECEC . Non-verbal communication, such as body language, gestures, and visual gaze, influences teacher–child interactions in classrooms (Jamison, 2014). This study explored early childhood education and care (ECEC) teachers' visual gaze during interactions with groups of children under three years of age, utilizing mobile eye-tracking glasses in Finland. We focused on teachers' visual gaze during play and guided activities in ECEC. Previous eye-tracking studies have been conducted in real-world classroom settings, mainly in secondary and primary schools (Muhonen et al., 2020).
The study was conducted as mixed-method research. Data were collected from play and teacher-guided activities using mobile eye-tracking glasses, the retrospective thinking aloud (RTA) method, and semi-structured interviews. This project followed the ethical guidelines of the Finnish National Advisory Board on Research (2012). The research proposal received approval from the ethics committee of the University of Jyväskylä. Participation was voluntary, and permission was sought from the municipality. The participating teachers and the guardians gave their written informed consent to participate in the study.
During play and guided activities, children seeking gaze and the position of children in the classroom influenced the number of teachers' gazes. In the teachers' explanations, five categories were identified: protection, physical and emotional availability, teaching and learning, facilitation, and initiatives. Teachers explained their gaze and behavior based on their knowledge of the child and their developmental needs. Findings suggest that through eye-tracking, we can reflect on teacher-child interaction. Additionally, it can be concluded that eye tracking technology enhances the research of the pedagogy and interaction of children under three years old. These findings can be utilized in ECEC practices and teacher training.
Jamison, K., Cabell, S., LoCasale-Crouch, J., Hamre, B., & Pianta, R. (2014). CLASS–infant: An observational measure for assessing teacher–infant interactions in center-based childcare. Early Education and Development, 25(4), 553–572. https://doi.org/10.1080/10409289.2013.822239
Muhonen, H., Pakarinen, E., Rasku-Puttonen, H., & Lerkkanen, M.-K. (2020). Dialogue through eyes: Exploring teachers’ focus of attention during educational dialogue. International Journal of Educational Research, 102, 101607. https://doi.org/10.1016/j.ijer.2020.101607