Exploring the use of video feedback and Video Interaction Guidance (VIG) in early years settings

Abstract

Background: Professional development (PD) is fundamental for practitioners who support children's development in early years (EY) education settings. There is growing evidence for the use of video feedback (VF) for facilitating PD, enhancing adult-child interactions. One VF approach is Video Interaction Guidance (VIG). Although VIG is recommended to support the social and emotional wellbeing of vulnerable EY children, a paucity of research has explored its use in the context of centre-based EY settings. Methods/participants: A systematic literature review (SLR; Paper One) synthesised and critically appraised nine studies to explore how VF approaches have been applied in EY settings to support EY practitioners' (EYPs') PD. An empirical study (Paper Two) adopted a multiple case study design and used semi-structured interviews to capture the perceptions of eight professionals engaged in VIG, when applied in three EY settings, with EYPs working with young children with emerging personal, social and emotional development needs. Perceptions regarding the outcomes and factors influencing the effectiveness of VIG delivery were explored. Analysis/findings: Paper One identified that whilst there is promising evidence that VF can be applied to enhance EYPs' relational skills, there is high variability in the conceptualisation and application of VF in studies to date. Paper Two identified that despite some positive child outcomes observed, VIG was perceived to have greater focus on supporting PD. A number of influencing factors were identified, including environmental and logistical considerations and the importance of collaborative relationships. Conclusion/implications: The use of VF approaches, including VIG, show encouraging evidence for supporting the PD of EYPs. However, more research providing clarity on the implementation of these approaches and how impact can be measured is needed, in order for VF effectiveness to be evaluated. Further research is also required to better understand child outcomes. Paper Three discusses a research dissemination strategy and the wider implications for professional practice.

Date of Award	31 Dec 2023
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Mehmet Agdiran (Supervisor) & Caroline Bond (Supervisor)