| Figures | ||
| 1.1 | Phenomenological visualising. | 7 |
| 1.2 | Visual performance. | 9 |
| 1.3 | Visibilising with the subject. | 10 |
| 1.4 | Co-constituted immanence. | 11 |
| 2.1 | Barbie doll living space in Elinor’s doll’s house. | 28 |
| 2.2 | Sand scene created by Spiderman. | 31 |
| 3.1 | Playing at the light table (still from video). | 45 |
| 4.1 | Olivia and Charlie engage in the museum puppet activity. | 61 |
| 4.2 | Tom’s representation of his family walk. | 62 |
| 4.3 | ‘Mushrooms’. | 63 |
| 5.1 | Jayden’s internalisation of the teacher’s voices (verbal and non-verbal). | 78 |
| 5.2 | Jayden moved other children’s hands and covered the iPad screen. | 79 |
| 5.3 | The teacher moved the child’s hand and covered the iPad screen. | 81 |
| 5.4 | Jayden moved Madison’s hand away in a public space. | 84 |
| 5.5 | An inner heteroglossic moment for Madison. | 85 |
| 5.6 | Madison whispered to Jayden. | 86 |
| 5.7 | Madison played with a big smile, and Jayden waited patiently. | 88 |
| 6.1 | Snapshot: Callaghan visits the library (2013): ABC Playschool windows vignette. (Source: YouTube, downloaded June 27, 2019 from https://www.youtube.com/watch?v=J64r9MBRt4g). | 101 |
| 6.2 | Snapshot: Callaghan visits the library (2013): ABC Playschool windows vignette. (Source: YouTube, downloaded June 27 2019, from https://www.youtube.com/watch?v=J64r9MBRt4g). | 104 |
| 6.3 | Snapshot: Callaghan visits the library (2013): ABC Playschool windows vignette. (Source: YouTube, downloaded June 27, 2019 from https://www.youtube.com/watch?v=J64r9MBRt4g). | 104 |
| 6.4 | Snapshot: Callaghan visits the library (2013): ABC Playschool. (Source: YouTube, downloaded June 27, 2019; https://www.youtube.com/watch?v=J64r9MBRt4g). | 105 |
| 7.1 | Seeing the ‘self’ inside the dialogue circle from an outside vantage point. | 116 |
| 9.1 | Analytic framework. | 148 |
| 9.2 | Example of the polyphonic video technique with two viewpoints displayed. | 149 |
| 9.3 | Overt voices present in utterance represented by individuals’ head camera stickers. | 150 |
| 11.1 | Ball play starts randomly (still from video). | 182 |
| 11.2 | Ball clutched close to body (still from video). | 182 |
| 11.3 | Jo catches ball (still from video). | 182 |
| 11.4 | Toddlers form ball play group (still from video). | 183 |
| 12.1 | Conceptual framework. | 198 |
| 12.2 | Immersive video of children at play (still from video). | 199 |
| 12.3 | Teacher viewing the immersive video using the Samsung Galaxy VR device. | 200 |
| 12.4 | V-note analysis excerpt. | 202 |
| Tables | ||
| 5.1 | Hidden dialogicity: An invisible speaker. | 80 |
| 5.2 | Heteroglossia: Competing voices and the use of a genre of resistance. | 83 |
| 5.3 | Heteroglossia and the whispered voice. | 89 |
| 7.1 | Answerable ‘I’ orientations. | 117 |
| 9.1 | Summary of key moment 1 from ‘Embracing the Carnivalesque: Young Children’s Humour as Performance and Communication’. | 152 |
| 10.1 | Sample of participant boys. | 166 |
| 11.1 | Relational pedagogy achieved in visual metanarrative through mutual dialogue. | 189 |
| 12.1 | Quantitative results for interviews held before and after the viewing of VR content (displaying percentages of instances and total talking time of the video corresponding to the individual play category labels). | 204 |
Figures and Tables
In: Seeing the World through Children’s Eyes
Editor:
E. Jayne White
E. Jayne White
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Search for other papers by E. Jayne White in
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