| 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 Elinorâs dollâs 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 | Tomâs representation of his family walk. | 62 |
| 4.3 | âMushroomsâ. | 63 |
| 5.1 | Jaydenâs internalisation of the teacherâs voices (verbal and non-verbal). | 78 |
| 5.2 | Jayden moved other childrenâs hands and covered the iPad screen. | 79 |
| 5.3 | The teacher moved the childâs hand and covered the iPad screen. | 81 |
| 5.4 | Jayden moved Madisonâs 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 âselfâ 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 individualsâ 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 âIâ orientations. | 117 |
| 9.1 | Summary of key moment 1 from âEmbracing the Carnivalesque: Young Childrenâs Humour as Performance and Communicationâ. | 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 Childrenâs 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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