Engaging in reflexivity as an educator-researcher to strengthen relationships in an outdoor early childhood education environment

Authors

Abstract

Researchers with a dual-role must balance insider-outsider positions to build participant relationships. While researcher identity and reflexivity are explored in previous studies, a gap exists in analytic studies on researchers' reflexive engagement in early childhood. This study explores how an educator-researcher strengthens participant relationships in the outdoor early childhood education (ECE) environment through reflexive engagement by thematically analyzing their data collection journal. Findings indicate that prior ECE experience informs authentic connections with educators and children, and embracing a dual-role support s deep interpretation of relationships and developing trust. Educator-researchers may benefit from reflexive journaling to strengthen their understanding of relational positionality.  

Author Biographies

  • Robyn Ashley, Mount Saint Vincent University

    Doctoral Student, Inter-University Doctoral Program in Educational Studies

  • Jessie-Lee McIsaac, Mount Saint Vincent University

    Associate Professor, Faculty of Education/Department of Child & Youth Study

    Tier II Canada Research Chair in Early Childhood, Diversity and Transitions

  • Rebecca Feicht, Dalhousie University

    Senior Instructor, Faculty of Health, School of Health and Human Performance

  • Michelle Stone, Dalhousie University

    Associate Professor, Kinesiology, School of Health and Human Performance

  • Christine McLean, Mount Saint Vincent University

    Associate Professor, Department of Child & Youth Study

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Published

2025-12-16

Issue

Vol. 16 No. 2 (2025)

Section

Research Study/Recherche

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