The Complexity of Intersubjectivity in ECEC: Using Drawing as a Method of Inquiry
DOI:
https://doi.org/10.58955/jecer.159925Keywords:
responses, interaction analysis, drawing analysis, as if/as isAbstract
This study explores intersubjectivity in early childhood education and care (ECEC) through interaction and drawing analyses. It highlights the interactions between a teacher and two children, emphasising the mechanisms that either hinder or promote intersubjectivity. Using micro-level ethnographic methods, data from video observations are analysed with theoretical concepts from the theory of play-responsive teaching. The aim is to contribute to understanding the complexities of intersubjectivity and to show how drawing analysis, in combination with interaction analysis, may enhance insight into the complexities. The integration of drawing and interaction analyses reveals that different interpretations of objects by children and educators significantly influence the formation of intersubjectivity. This finding encourages a discussion on potential shifts in the concept of intersubjectivity, expanding it beyond merely interpersonal aspects within the theory of play-responsive teaching. Broadening the scope of intersubjectivity can also impact pedagogical practices, such as in the establishment of joint activities.
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