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VIDEOTAPED PROTOCOL |
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I. |
RECORD TIME START IN CHILD RECORD BOOKLET,
PAGE 6. |
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II. |
GENERAL INTRODUCTION |
Read slowly--AS
WORDED.
Must be standardized administration. |
SAY TO FATHER: |
“I am going to videotape you and
(CHILD) doing several different short activities. First, I’ll
ask you to spend a few minutes doing any activity with (CHILD)
that you choose to do. Then I will give (CHILD) some puzzles
to work on. Finally, I have some materials for you and (CHILD)
to play with.
I’ll talk with you about each activity as we go along
and you’ll have a chance to ask questions before each
activity. Just so you know, all the materials have been cleaned
before this visit.
While I set up the video equipment, please take care of anything
that you think could interrupt our taping. You can use this
time to feed (CHILD), or to check on anything else in the
[house/apartment]. Once we start I’d like to complete
each activity without interruptions. If the phone rings or
someone comes to the door, I would appreciate it if someone
else took care of it, or if you wouldn’t mind, I could
answer it.” |
IF OTHER FAMILY MEMBERS ARE PRESENT, ADD:
“Could you please let the other people
in the (house/apartment) know that you’ll need some
time now with (CHILD) without interruptions? If you wouldn’t
mind, if any family members forget and come into this area
while we are taping, I will ask them to leave so that you
are not interrupted.
Do you have any questions?” |
IF THERE ARE OTHER CHILDREN, BE SURE TO WORK OUT
A STRATEGY WITH THE FATHER/FATHER-FIGURE FOR OCCUPYING THEM AND
KEEPING THEM OUT OF (CHILD)’s VIEW.
“Altogether, the activities
will take about 20 minutes. We won’t need (CHILD) for
the next few minutes while I set up.
Do you have any questions?” |
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III. |
SET-UP PREPARATION |
- SELECT LOCATION FOR VIDEOTAPING--THIS SHOULD, AS MUCH AS POSSIBLE,
BE OUT OF THE HOUSEHOLD TRAFFIC
- SELECT A GOOD FLOOR PLAY SPACE
- SET-UP THE VIDEO CAMERA, TRIPOD AND LIGHT
- ADJUST THE LIGHTING--USE THE 10 WATT SETTING AND USE BACK LIGHT
FEATURE AS NECESSARY.
- PLACE MAT ON THE FLOOR
- MAKE SURE TRIPOD IS AT CORRECT LEVEL. MAKE SURE YOU POSITION
THE CAMERA SO YOU CAN FRAME THE FATHER/FATHER-FIGURE, CHILD, AND
THE ACTIVITY
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IV. |
LEVEL ONE CONSENT |
“Before we begin videotaping, I’d
like you to read this consent form with me. This gives us
permission to videotape you and (CHILD). The consent form
also gives researchers on the project permission to watch
the video.” |
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READ THE VIDEO PERMISSION FORM WITH
THE FATHER/FATHER-FIGURE AND ASK HIM TO PRINT
HIS NAME AND HIS CHILD'S NAME AND SIGN THE FORM. YOU MUST SIGN
THE FORM TOO. LEAVE AN EXTRA COPY OF THE CONSENT FORM WITH THE
FATHER/FATHER-FIGURE.
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V. |
START THE CAMERA
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VI. |
MAKE SURE THE
TIME STAMP IS BEING RECORDED.
DO NOT STOP THE CAMERA.
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VII. |
RECORD SIGNBOARD |
“First, I need to record your ID
number on the videotape.” |
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RECORD THE SIGNBOARD ON CLIPBOARD. SIGNBOARD
SHOULD CONTAIN ID#, DATE OF INTERVIEW AND YOUR ID#. READ THE SIGNBOARD
AND RECORD IT FOR
15 SECONDS, THEN CONTINUE.
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TASK 1: YOUR
CHOICE
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MATERIALS: TIMER
SAY TO FATHER/FATHER-FIGURE:
“This activity will take about 5
minutes. We would like to videotape you and (CHILD) together
doing any activity that you choose. This activity should be
something that you’ve done with (him/her) before. The
only restrictions are that we’d like to stay inside
and not involve other household members in the activity. Some
(dads/men) have chosen to have a snack with the child, others
have chosen to play with a toy, or to rough house. What activity
would you like to do with (CHILD)?
IF APPROPRIATE, SAY: Do you need to get those (toys/material/etc.)
from another room?
Please start by sitting on the mat, but feel free to move
around as little or as much as you’d like during this
activity. Please stay in this room. Do you have any questions?” |
YOU MAY HAVE TO TAKE THE CAMERA OFF OF THE TRIPOD TO FOLLOW THE
PAIR.
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POSSIBLE QUESTIONS AND
ANSWERS
Q:
Can we get off the mat?
A: Yes
Q: Can we use any toys?
A: Yes, you may. <GET THEM>
Q: Can we go outside?
A: Please stay in this room. |
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START THE TIMER: 5 MINUTES
AND SAY: |
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CHECK YOUR FRAMING!!
CHECK YOUR TIME STAMP!!! |
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AT THE END OF 5 MINUTES,
SAY: |
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“That’s the end of this activity.” |
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ALLOW CHILD TO CONTINUE PLAYING OR SNACKING WHILE YOU EXPLAIN TASK
2 TO THE FATHER/FATHER-FIGURE.
PUT CAMERA BACK ON TRIPOD, IF NECESSARY, AND CHECK YOUR FRAMING
AND TIME STAMP.
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TASK 2: PROBLEM-SOLVING
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MATERIALS: |
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PUZZLE #1 (KITTENS), PUZZLE #2 (AIRPLANE),
AND
PUZZLE #3 (DAZZLE THE DINOSAUR)
MAT
TIMER |
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INTERVIEWER, BE SEATED
OR BE KNEELING ON THE FLOOR WHILE GIVING THESE INSTRUCTIONS.
INSTRUCTIONS FOR PROBLEM SOLVING:
“Let me explain how this (first/next)
activity works.” |
MAKE SURE THAT THE CHILD DOES NOT TOUCH OR SEE THE PUZZLES UNTIL
THE SESSION STARTS.
“We are interested in how children
of this age do new things. I have three puzzles. The first
two may be hard for (CHILD). The third one is even harder.
(CHILD) might not be able to complete the puzzles during the
time we have for this task. I will give (CHILD) the puzzles,
one at a time. First, let (CHILD) work on each puzzle by (him/her)self.
Then give (him/her) any help you think (he/she) needs. Sit
wherever you are comfortable. Feel free to talk with (CHILD)
and do what you normally would do. Please try to keep yourself
and (CHILD) facing the camera.
Do you have any questions before we begin?” |
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POSSIBLE QUESTIONS AND ANSWERS ABOUT PUZZLE TASK
Q. |
What should I
do while (CHILD) is working on the puzzle? |
A. |
That’s completely up
to you, but please let (CHILD) work on it by (himself/herself)
first.
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Q. |
What if (CHILD) can’t
do the puzzle? |
A. |
First let (CHILD)
work on it by (himself/herself), then give (him/her) any
help you think (he/she) needs. |
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THERE ARE 3 PUZZLES--TOTAL TIME 6 MINUTES.
WHEN THE PARENT AND CHILD ARE COMFORTABLY SEATED, PLACE THE ASSEMBLED
PUZZLE IN FRONT OF THEM
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START THE TIMER: 6 MINUTES
SAY: |
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LET THE CHILD WORK ON THE PUZZLE FOR
UP TO 3 MINUTES. IF THE CHILD HAS ALMOST
COMPLETED THE PUZZLE WHEN 3 MINUTES HAVE ELAPSED, YOU MAY ALLOW
(HIM/HER) TO WORK AN ADDITIONAL MINUTE. MAXIMUM TIME: 4 MINUTES.
HAS CHILD COMPLETED THE PUZZLE?
YES . . . . . . . . . . SAY INSTRUCTION A
NO . . . . . . . . . . . SAY INSTRUCTION B
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INSTRUCTION A: “OK, you’re finished
with that one. Here’s another puzzle.” |
INSTRUCTION B: “I’m sorry but
that’s all the time we have for this one. Here’s
another puzzle.” |
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PLACE ASSEMBLED PUZZLE #2 IN FRONT OF THE CHILD AND
REMOVE PUZZLE #1 |
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CHECK FRAMING!!
CHECK TIME STAMP!!!
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IF THE CHILD COMPLETES PUZZLE #2 AND THERE
IS STILL TIME LEFT, GIVE (HIM/HER) PUZZLE #3. |
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CHECK FRAMING!! |
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END THE TASK AFTER 6 MINUTES, OR WHEN THE THIRD PUZZLE IS COMPLETED.
HAS CHILD COMPLETED THE PUZZLE?
YES . . . . . . . SAY INSTRUCTION A
NO . . . . . . . . SAY INSTRUCTION B
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INSTRUCTION A: “Great job!” |
INSTRUCTION B: “That’s all the
time we have. You did a great job.” |
ALLOW THE CHILD AN EXTRA MINUTE, IF NECESSARY, TO
AVOID UPSETTING (HIM/HER). |
TASK 3: FREE PLAY
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MATERIAL: |
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BAG #1: THE VERY BUSY SPIDER
BOOK
BAG #2: DOCTOR KIT AND ANIMAL TOY
BAG #3: DUPLO BLOCKS
MAT
TIMER
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GENERAL INSTRUCTIONS:
“Our last activity will take about
10 minutes. We would like you and (CHILD) to spend this time
with the toys in these three bags. During this activity, you
may play with (CHILD) if you like.” |
PLACE THE THREE BAGS IN FRONT OF THE CHILD AND FATHER/FATHER-FIGURE
WITH BAG #1 TO THE FATHER’S/FATHER-FIGURE’S LEFT, BAG
#2 IN THE MIDDLE, AND BAG #3 TO FATHER’S/FATHER-FIGURE’S
RIGHT.
“Just to remind you, please face
forward and try to stay on the mat. Please start with Bag
#1, move on to Bag #2, and finish with Bag #3. Do you have
any questions?” |
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POSSIBLE QUESTIONS AND ANSWERS
Q. |
How long should
I spend on each toy? |
A. |
You can divide the time
as you like.
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Q. |
Should I open bag #1 first? |
A. |
We would like
you to give (CHILD) the bag with #1 on it first.
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Q. |
Can I play with (CHILD) during
this time? |
A. |
That’s completely
up to you.
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Q. |
Can (CHILD) and I play with
all the toys in the bags? |
A. |
Yes, if you like.
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Q. |
Should we try to play with
all 3 bags? |
A. |
That’s up to you. |
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START THE TIMER: 10 MINUTES:
SAY TO THE FATHER/FATHER-FIGURE: |
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CHECK FRAMING!!
CHECK TIME STAMP!!!
AT THE END OF 10 MINUTES SAY:
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“That’s the end of these activities.” |
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WAIT TO PUT THE TOYS AWAY UNTIL YOU’VE
DISCUSSED CONSENT LEVEL 2. |
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CLOSING |
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I. |
CLOSING |
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SAY TO FATHER/FATHER-FIGURE:
“We are very grateful for your time
and cooperation in this important part of the study. Do you
have any questions about anything we’ve done?” |
ANSWER QUESTIONS
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II. |
SECOND LEVEL OF CONSENT |
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SAY TO FATHER/FATHER-FIGURE:
“I have a request that I need to
read to you from our research policy. We would like to ask
you to help us in one more way. The videotape we have just
completed is a very valuable teaching tool, one that we would
like to share with colleagues and students. We would like
your permission to use all or portions of your videotape during
presentations at conferences, workshops, and for other research
and educational purposes, such as training films to be used
to train researchers and interviewers. By being able to share
this information with other researchers and students, it will
help us better understand how adults and children work and
play together.
The videotape will be used only for research and educational
purposes. When it is used, no identifying information such
as full name and address will be revealed.
Do you have any questions?” |
GIVE THE FATHER/FATHER-FIGURE THE CONSENT FORM, LEVEL TWO, TO READ.
(HE/SHE) SHOULD CHECK EITHER CONSENT GIVEN OR CONSENT NOT GIVEN
AND SIGN THE FORM.
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III. |
THANK THE FATHER/FATHER-FIGURE AND GIVE
CHILD GIFT |
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SAY TO FATHER/FATHER-FIGURE:
“Thank you so much! (CHILD) can have
this (ITEM) as a gift. I need a few minutes to put the camera
and toys away. Feel free to take a little break while I do
this. Then we will continue with the interview.” |
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IV. |
STOP TAPING AND PUT
AWAY TOYS AND EQUIPMENT PUT AWAY ALL MATERIAL AND VIDEO
EQUIPMENT. USE THE CHECKLIST IN THE CHILD RECORD BOOKLET TO VERIFY
YOU HAVE EVERYTHING.
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V. |
COMPLETE DISRUPTION RATINGS AND TIME
ENDED
IN CHILD RECORD BOOKLET, PAGE 6
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VI. |
CONTINUE WITH FATHER/FATHER-FIGURE QUESTIONNAIRE |