Implementación computacional

The various methods of data collection which are ethnographic inspired employed in the study includes the following:

 Participant observation

 Focus group discussion

 Drawings

 Individual interview (Semi-structured)

3.6.1 Participant Observation

As noted by Atkinson and Hammersley (1994), the social world cannot be studied without being part of it. It was therefore important to participate in the daily lives of the children and to observe and study them at the same time. Robson (2002) explains that in participant observation the observer seeks to become some kind of member of the observed group. Going by the four typology of observation; complete observer, observer as participant, participant as observer, and complete participant (Atkinson & Hammersley, 1994), I assumed the role of participant as an observer in the field. This means that I observed as well as participated in all activities and in the process tried to establish close relationship with the children. I observed through participating in their activities like games, eating lunch with them, singing rhymes with them, walking together with some of the children to and from school, among others. To be a participant observer with children requires that one is able to deal with them on relatively equal footing and have the

ability and desire to listen to them (Fine & Sandstrom, 1988). I did the participant observation in all the three classrooms but concentrated more on the kindergarten class since my informants will be chosen from that class. I adopted the ‘ignorance’ of age attitude as suggested by Solberg (1996) and focused on what the children were doing rather than their being. The focus of my participant observation was on the children’s daily activities at school. It was in my interest to observe how they enjoy their free play, their enthusiasm towards academic work, the school environment, and the availability of food and drinking water for the children. These were the main focus of my observations even though other things which were of interest came up in the course of my fieldwork. During the process of participating in their activities, I always seize the opportunity to ask them about their early childhood practices among others. My main aim for using this method was to reduce the power relations that exist between me and the children and to come out with important data from the children as suggested by Fine and Sandstrom (1988).In addition, the method enabled me to identify my ideal informants for the study.

3.6.2 Focus group discussion

In addition, focus groups were employed to allow for a variety of responses and openness on views, which would not otherwise be revealed in individual interviews. This is particularly useful for exploring attitudes and feelings and to draw out a precise issue about a group of people that may be unknown to the researcher. It is characterized by non-directive style of interviewing, where the prime concern is to encourage a variety of viewpoints on the topic in focus for the group (Kvale & Brinkmann 2008). Groups by nature give participants, especially, “children space to raise issues they want to discuss”. (Fraser et al., 2009. p167).

I divided the children (informants) into two and organized two focus group discussions thus each group consisting of five children. The two groups had their discussions on different days. The children were so happy and participated in the discussion though not as I anticipated. The discussion was conducted on the playing ground under a mango tree (shade) when their other classmates were in the classroom with their teachers. Getting the full concentration of the children during the discussion was not easy. One other thing I did realized was that some of the children tend to follow what a colleague in the group said without actually giving their own view. I acted as a moderator to keep the group within its bounds of our discussions. The main

purpose of this discussion was to get the children’s perspective on some themes prepared for the fieldwork. These questions were my guide throughout the discussion. However, other issues came up which were outside my research questions. Part of my focus was to find out what they find interesting about being in school. I also sought their opinions on some of their daily practices in school. The discussions were audio-taped with notes as well. Some of the children were empowered by the discussion and were able to make contributions in their own words while being stimulated by thoughts and comments from friends in the group.

3.6.3 Drawings

Drawing is a participatory research tool which I employed in the study to serve as a background for the individual interview which will be described in the next session. Drawings have been used as an avenue for young children to express their views and experiences, allowing them to play an active role in the research process (Clark & Moss, 2001). It allows them to explore a topic without having to answer direct, individual questions which they might feel uncomfortable speaking about. According to Ennew et al. (2009) children’s drawings are particularly useful when children cannot or do not want to, express themselves by talking or writing.

I used this method with the selected children for the study by giving them A4 sheets each to draw what they find interesting in their school (task 1), what they like (task 2) and dislike about being in school (task 3). I issue and collect each A4 sheet after each drawing task. This exercise was done in their classroom when their colleagues where at morning assemble. I spread the children over in the classroom so that they may not copy what other children are drawing. I also made them understand that there are no wrong or correct answers and that they should draw whatever they feel like drawing. The children were very happy to use this method and felt control of the research as they draw some pictures of so many things which I found difficult interpret myself because it wasn’t clear to me. Later, during the individual interview, I asked the children about their drawings and they explained to me what each drawing meant to them. Ennew et al. (2009) emphasized on children interpretation of their own drawings instead of adults interpretation. This opened up for the in-depth interview with the children bringing out their feelings and perception about their school settings.

3.6.4 Individual Interview (Semi structured)

In-depth Interviews were used to understand the phenomenon from the respondent’s point of view. It characteristically involves a researcher asking questions and having a dialogue with the people (Gudmundsdottir, 1996). Kvale and Brinkman (2009) explained that, an interview is a conversation that has a structure and purpose (ibid). To guide the conversations, a semi-structured interview guide made up of different themes was develop to give me focus and direction, prior to the fieldwork, but certain adjustments were made when the actual fieldwork began. All my interviews were in conducted in Ga, which is my local language as well as my informants. I employed this method on all my informants; the children, teachers and parents.

With the children, the interview began on their various drawing task they drew. I asked each child to explain to me what their drawings meant to them and this opened up for the in-depth interview with the children bringing out their feelings and perception about their school practices. Talking to children and hearing what they have to say is very vital in the research process. According to Christensen and James (2000 p. 7) is only through listening and hearing what children say and paying attention to the ways they communicate with us will progress be made towards conducting research with, rather than simply on, children. Solberg (1996) argued that the place in which a researcher conducts an interview with a child informant may influence the level of participation of the child in the conversation. I therefore factored this into consideration and conducted my interview with the children on their playing ground under a mango tree (shade). The children likes sitting under this tree as they engage in various games under it.

With the teachers and parents, I usually have informal conversations with them at the beginning of every interviewing session. I introduced myself to them and explained to them the purpose of the interview. I also asked them how they are faring and how their day has been among others. In addition, I did inform them of their right to opt out anytime they wanted to or not answer questions they were not comfortable with. The informal conversation helped in building trust and confidence among us. It was quiet difficult with my first interview with the adult. As a new researcher I was not sure of which question on my interview guide to ask first and how to frame it and present it to them. I was so careful in choosing my words in order not to be seen as

disrespectful and “put them off” being mindful of the cultural setting. During the interview, I began with general questions such as their childhood experiences among others. I waited for them to finish with whatever they have to say about it, and then follow up with specific ones, using the information on the general question they answered as a lead. I ask them to clarify or explain further what they meant by any statement I didn’t understand or to verify I understood it well. Though they addressed most of the questions I asked, they wandered away from the questions at times and I have to pop in to bring them on tract. For example, most of my informants tend to tell me about their problems they are encountering in bring up their children or the lack of motivation to teach the children so that I will inform the “whites” to come to their aid. After my first interview, my skills of interviewing developed with subsequent ones hence interview is a craft, to be learned through practice (Kvale & Brinkmann 2009). Concerning the place of interview, I interviewed the teachers in their staff common room and with the parents; I interviewed them in the comfort of their homes. I had an interesting time and learnt a lot from my informants as they were willing to co-operate with me. After each session of interview, I thank my informants for agreeing to talk to me, their time and cooperation.