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As outlined above, the approach taken to the study of play and empowerment was

interpretive, and considered the social play actions of children within the context of

existing and established social practices. Denzin and Lincoln (2011) warn that an

interpretive approach may produce a one sided view as the study may be compromised

by the ‘blinkered’ perspective of the researcher. However, the thesis argues that the very

nature of the interpretive paradigm created a web of perspectives throughout the study

between the process of data gathering and the relationships, which developed between

the researcher, settings, children and parents. The multiple perspectives that emerged

through the research contributed to a reflexive process of analysis; systematically

questioning what was seen and heard to find patterns and themes in the data. This

In questioning my own position as a researcher I was able to reflect on how the data might

be viewed by others and how my potential bias could influence the research findings.

Consequently, Weber (1964) believed that in order to understand the wider implications

for society, it is important to consider the meanings attached to individual actions. He

suggests that attempting to analyse the underlying intentions of those actions and the

choices and decisions that appear to inform them at the time, is significant in

understanding behaviour. Weber argues that for a researcher it is unavoidable to draw on

personal cultural values when interpreting children’s play actions and choices and making

connections with parents and early years practitioners’ views. Consequently the choices

made for the study, conscious and unconscious became entwined in the interpretive

nature of the research. If Weber’s argument is to be accepted, therefore, it is better to

accept that ‘reality can never be independent of the person researching it’ (Pring, 2000,

p45) and to acknowledge and reflect on the researcher’s influence than to deny its

existence. In this way, I acknowledge that the decisions about the research method and

design were shaped by my own personal ethnography and influenced by my particular

cultural beliefs and values (Crotty, 1998). I am in agreement with Stake (1995, p45) when

he argues that:

The intent of qualitative researchers to promote a subjective research paradigm is

a given. Subjectivity is not seen as a failing needing to be eliminated but as an

essential element of understanding’.

Throughout the research I acknowledge my influence in the decisions and formulation of

the research design and my subjectivity in the collection and interpretation of data. I

recognise my impact on the whole process, yet conducted the research with integrity and

awareness of my potential to influence the findings. I would argue that the attention to

of the data collected and analysed went some way to balancing the interpretive nature of

the study. This is elaborated upon in the next section.

3 .5 .1 1nternal validity and reliability

The integrity of the methods used to collect the data and the positioning of the researcher

were central to the study. The context of the research, the culture specific nature of the

case studies, the geographical location of the study and the socio-economic status of

families were acknowledged as bound by the constraints and timeframe of the research.

However the triangulation of the data and multimodal nature of analysis supported the

internal validation of the study (Dicks et al., 2011; Flewitt, 2006).

Figure 3.1: Researcher at the centre of the process

Video of child initiated, social

play

Parent , Researcher _ Early years interviews ^ ^ practitioner interviews

Talk with children

The multimodal approach provided a framework for analysis through the collection of

visual and oral data (Kress, 2009). Accordingly a case study approach was used,

(detailed in the next section), as this allowed the researcher to gain multiple viewpoints

from parents, practitioners and the children themselves on how they experienced social

participants and involved through the video and interview data an insight into children’s

lives, their family circumstances and influences.

In qualitative research Silverman (2001) argues that triangulation ignores the context-

bound nature of collected data and therefore it cannot be representative of a single

objective truth. Silverman suggests that constant comparison and comprehensive data

treatment are more likely to result in validity. In this study a rigorous coding system

supported the analytic strategy throughout the research. This ensured that alternative

interpretations were considered rather than applying researcher assumptions (see chapter

6.4 on reliability testing of the operational codes). The validity of the study was also

supported through constant reflection of the potential impact of my reactivity and bias to

the data.

It could be argued that the use of multiple case studies meant that the flexibility of the

design was open to multiple alternative interpretations of the data, thus Robson (2002,

p176) warns that ‘researchers need to be thorough, careful and honest in carrying out

research’, but also able to show others that this is the case. I would argue, therefore, that

the reliability of the research was supported by adopting a rigorous approach to ensuring

consistency in coding decisions, by clearly outlining the rationale for those decisions and

by justifying the methods adopted for the study. As Silverman (2001) suggests, providing

clear and comprehensive detail in these areas provides a measure of reliability that should

enable other researchers to replicate the project.