Russian Psychological Issues
JournalsTopicsAuthorsEditor's Choice For AuthorsAbout PsyJournals.ruContact Us

  Previous issue (2020. Vol. 16, no. 3)

Included in Scopus

SCImago Journal & Country Rank


Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935


License: CC BY-NC 4.0

Started in 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR


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

Davidson C.
PhD, Senior lecturer, School of Education, Faculty of Education, Charles Sturt University, Australia

Veresov N.N.
PhD in Psychology, Associate Professor, Faculty of Education, Monash University, Melbourne, Australia

Adams M.
PhD student, Monash University, Australia

Devi A.
PhD student, Faculty of Education, Monash University, Australia

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.

Keywords: early childhood, research perspectives, phenomenography, conversation analysis, cultural-historical theory

Column: Theory and Methodology


For Reference

  1. Abes E. Theoretical Borderlands: Using multiple theo­retical perspectives to challenge inequitable power structures in student development theory. Journal of College Student Development, 2009. Vol. 50 (2), pp. 141—156.
  2. Akerlind G.S. Variation and commonality in phenom­enographic research methods. Higher Education Research and Development, 2005. Vol. 24(4), pp. 321—334.
  3. Atkinson J.M., Heritage J. Jefferson's transcript nota­tion. In: Jaworski A., Coupland N. (eds.) The Discourse Reader. Routledge, London; New York, 1999, pp. 158—166.
  4. Bowden J.A. Experience of phenomenographic research: A personal account. In Bowden J. (eds.) Phenomenography, RMIT Melbourne, 2000, pp. 47—61.
  5. Burck C. Comparing qualitative research methodologies for systematic research: the use of grounded theory, discourse analysis and narrative analysis. Journal of Family Therapy, 2005. Vol. 27, pp. 237—262.
  6. Collier D.R., Moffat L. and Perry M. Talking, wrestling, and recycling: An investigation of three analytical approaches to qualitative data in education research. Qualitative Research, 2014, pp. 1—16. DOI: 10.1177/1468794114538896
  7. Davidson C. Transcription: Imperatives for qualitative research. International Journal of Qualitative Methods, 2009. Vol. 88(2), pp. 35—62.
  8. Garfinkel H. Studies in ethnomethodology. Toronto, Prentice-Hall. 1967. 304 p.
  9. Green J., Harker J. Multiple perspective analyses of classroom discourse. Norwood, N.J: Ablex Publishing Corporation, 1988. 360 p.
  10. Hedegaard M., Fleer M. Studying Children: A Cul­tural-Historical Approach. New York: McGaw Hill Open University Press, 2008. 232 p.
  11. Honan E., Knobel M., Barker C., and Davis B. Pro­ducing possible Hannahs: theory and the subject of research. Qualitative Inquiry, 2000. Vol. 6(9), pp. 9—32.
  12. Irvine S. Parent conceptions of their role in Early Childhood Education and Care: A phenomenographic study from Queensland, Australia. Doctoral thesis, Brisbane: Queensland University of Technology, 2005. 316 p.
  13. Leontev A.N. Problems in the development of the mind. Moscow, Russia: Progress, 1981. 419 p.
  14. Marton F. Phenomenography: Describing conceptions of the world around us. Instructional Science, 1981. Vol. 10, pp. 177—200.
  15. Marton F. Phenomenography: A research approach to investigating different understandings of reality. Journal of Thought, 1986. Vol. 21, pp. 28—49.
  16. Marton F. The structure of awareness. In Bowden J.A. (eds.) Phenomenography. Melbourne, RMIT, 2000, pp. 102—116.
  17. Marton, F. Necessary conditions of learning. New York: Routledge, 2015. 324 p.
  18. Nardi B. A. Studying context: A comparison of activity theory, situated action models, and distributed cognition. In Nardi B. (ed.) Context and consciousness: Activity theory and human-computer interaction. United States of America: Massachusetts Institute of Technology, 1996, pp. 69—102.
  19. Patrick K. Exploring conceptions: Phenomenography and the object of study. In Bowden J.A. (eds.) Phenomenog­raphy. Melbourne, RMIT, 2000, pp. 117—136.
  20. Sacks H. Lectures on conversation. Jefferson G. (eds.). Oxford: Blackwell, 1995. 1520 p.
  21. Sacks H., Schegloff E. A., Jefferson G. A simplest sys­tematics for the organization of turn-taking for conversation. Language, 1974. Vol. 50, pp. 696—735.
  22. Schegloff E. Sequence organization in interaction: A primer in conversation analysis. Cambridge: Cambridge University Press, 2007. Vol. 1. 318 p.
  23. Schutz A. On phenomenology and social relations: Selected writing. Chicago; London: The University of Chicago Press, 1970. 366 p.
  24. Slaughter S., Dean Y., Knigh H., Krieg B. The Inevi­table Pull of the River's Current: Interpretations Derived From a Single Text Using Multiple Research Traditions. Qualitative Health Research, 2007. Vol. 17(4), pp. 548—561.
  25. Veresov N. Refocusing the lens on development: Towards genetic research methodology. In Fleer M.(eds.) Visual Methodolo­gies and Digital Tools for Researching with Young Children: Trans­forming Visuality. Switzerland, Springer, 2014, pp. 129—149.
  26. Vygotsky L.S. The problem of the environment. In. van der Veer R. (eds.) The Vygotsky reader. Oxford: Blackwell, 1994, pp. 338—350.
  27. Vygotsky L. S. The collected works. New York: Plenum Press, 1997. Vol. 4. 294 p.
  28. Vygotsky L. S. The problem of age. In: Vygotsky L.S. The Collected Works. New York: Plenum Press, 1998. Vol. 5, pp. 187—207
  29. Wittgenstein L. Philosophical Investigations. Oxford: Basil Blackwell, 1968. 250 p.
  30. Zimmerman J., Shunk D. Self regulated learning and academic achievement theory, research and practice. New York, Springer. 1989. 288 p.

© 2007–2021 Portal of Russian Psychological Publications. All rights reserved in Russian

Publisher: Moscow State University of Psychology and Education

Catalogue of academic journals in psychology & education MSUPE

Creative Commons License Open Access Repository     Webometrics Ranking of Repositories

RSS Psyjournals at facebook Psyjournals at Twitter Psyjournals at Youtube ??????.???????