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Studying prekindergarten children is a challenging endeavor that requires a well-thought-out procedure. Researchers must factor in personal and interpersonal tendencies when assessing the social-emotional needs of younger individuals. Hence, employing individual and group behavioral assessments is helpful to achieve a practical combined approach. Mainly, structured interviewing and structured observation methods can present an efficient tandem. Arguably, the two methods present instrumental value in collecting the data for social-emotional learning for kindergarten education.
Both approaches possess certain sets of strengths and limitations. For instance, structured interviews allow for easily compared responses in large samples due to rigid and thorough structuring (Queirós et al., 2017). However, the efficacy of this approach can be compromised by inaccurate reporting and a lack of assessment depth (Queirós et al., 2017). However, the lack of flexibility can be substituted by implementing a structured observation method. Due to its flexibility, the observational method allows for studying rarely displayed behaviors (Queirós et al., 2017). Additionally, it is unobtrusive, depending entirely on the respondent’s behavior (Queirós et al., 2017). However, Queirós et al. (2017) state that this methodology is limited by the extent of the researcher’s impartiality. Overall, these methodologies complete one another and provide valuable tools for studying prekindergartners, whether via individual or group assessment.
The two methodologies will allow for more robust data collection since they implement strands from qualitative and quantitative branches of research. According to Lindorff and Sammons (2018), “a benefit of combining multiple instruments and qualitative and qualitative strands in lesson observation and analysis are that this capitalizes on the strengths of each, while minimizing the weaknesses of each” (p. 533). Social-emotional learning capitalizes on facilitating healthy identities, emotional intelligence, and collective success (Schonert-Reichl, 2017). To set adequate goals for social-emotional learning, researchers must quantify and contextualize the behaviors and attitudes of large samples of subjects. This need calls for a mixed approach method that combines interviews’ quantitative qualities and observations’ qualitative capabilities.
Attempting to determine which of the two methodologies is ultimately better for supporting learning objectives would be faulty since they have different applications and, thus, incomparable value. Although the research indicates the advantages of combining both approaches, flexibility and immunity to inaccurate reporting render structured observation more preferable (Lindorff & Sammons, 2018; Queirós et al., 2017). As younger children may serve as unreliable respondents, observing their behavior would mitigate the risk of compromising the research.
References
Lindorff, A., & Sammons, P. (2018). Going beyond structured observations: looking at classroom practice through a mixed method lens. ZDM, 50(3), 521-534.
Queirós, A., Faria, D., & Almeida, F. (2017). Strengths and limitations of qualitative and quantitative research methods. European journal of education studies.
Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. The future of children, 137-155.
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