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Lenses and Lessons: Using three different research perspectives in early childhood education research 1291
Irvine S.
PhD, Senior lecturer, School of Education, Faculty of Education, Charles Sturt University, Australia
e-mail: s.irvine@qut.edu.au Davidson C.
PhD, Senior lecturer, School of Education, Faculty of Education, Charles Sturt University, Australia
e-mail: cdavidson@csu.edu.au Veresov N.N.
PhD in Psychology, Associate Professor, Faculty of Education, Monash University, Melbourne, Australia
ORCID: https://orcid.org/0000-0001-8714-7467
e-mail: nveresov@hotmail.com Adams M.
PhD student, Monash University, Australia
e-mail: megan.adams@monash.edu Devi A.
PhD student, Faculty of Education, Monash University, Australia
e-mail: Anamika.devi@monash.edu
In contemporary Western research, collaboration is held in high esteem. This developing practice is chal¬lenging particularly for researchers who follow varying theoretical approaches. However although a challeng¬ing endeavour, when viewing the one data set with different lenses, there are various lessons that can be shared. A key aspect of this paper is involved researchers' different analytical perspectives in one data set to learn more about each other's research insights, rather than become instant expert in other's approaches. The interview data reported in this paper originates from a larger study researching parents' experience of using early child¬hood education and care (ECEC) in Australia. Here we analyse and report on two shared interview excerpts and use three different research lenses for analysis; phenomenographic study, conversational analysis and cul¬tural-historical theory. The finding of this paper demonstrates that applying different lenses provide different interpretations, including strengths, limitations and opportunities. In this paper we argue that collaborative research practices enhance our understanding of varying research approaches and the scope, quality, transla¬tion of research and the researchers' capacity are enhanced.
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