Pedagogical Embodied Responses Through the Video Way of Thinking

Phenomenotechnical Approaches to Children as Videographers

Authors

• Linda Sternö Gothenburg University
• Christine Eriksson Stockholm University

DOI:

https://doi.org/10.54916/rae.156223

Keywords:

children’s video recordings, pedagogical response, pheomenotechnical approach

Abstract

This article explores how early childhood educators can engage with children’s video recordings through embodied, artistic, and phenomenotechnical approaches. Drawing on Ben Spatz’s concept ‘the video way of thinking’ and Karen Barad’s theory of agential realism, the study reframes children as creative agents whose audiovisual expressions are materially and affectively entangled with their environments. Through a case study of a four-year-old child’s video recording, the article demonstrates how pedagogues can produce video responses using the modes of tinkering, tuning, and tracking. This method proposes a shift from representational pedagogies to response-able, embodied practices, positioning the child as an active videographer.