The Fourth Qualitative Research Conference, Faculty of Education, Åbo Akademi University 2012 EVERYTHING, EVERYWHERE, ALL THE TIME: Advantages and challenges in the use of extensive video recordings of children Fredrik Rusk (fredrik.rusk@abo.fi) Åbo Akademi University in Vaasa, Finland Michaela Pörn (michaela.poern@abo.fi) Åbo Akademi University in Vaasa, Finland Fritjof Sahlström (fritjof.sahlstrom@helsinki.fi) University of Helsinki, Finland Anna Slotte-Lüttge (aluttge@abo.fi) Åbo Akademi University in Vaasa, Finland Abstract: The aim of this paper is to discuss advantages and challenges in the use of extensive video recordings from a participant’s perspective as a way of studying learning in children’s daily interaction. We will focus on some challenges that arise when involving families in the data col- lection instead of using participant observation. In this way the researcher avoids challenges con- cerning physically entering the homes, but in a sense the researcher still enters the home through the camera. This method poses other challenges. The researcher does not control what is recorded. We want to encourage to a discussion about involving the families in the data collection compared to participant observation. However challenging the presented data gathering method and analysis method in this article may seem; the challenges of the ways of work are outweighed by the possi- bilities afforded for a better understanding of learning in interaction. Keywords: video recordings, shadowing, social interaction, families 1. Theoretical background Since the 1990s there has been an increase both in ethnographic studies using video and studies considering learning and development a social and interactive phenomena that is situated in the interaction between individuals. By conceptual- izing learning and development as a social and interactive phenomena, learning is considered as situated in social situations and contexts where participants are en- gaged in mutual social actions (Enfield & Levinson, 2006; Lave, 1993; Lave & Wenger, 1991; Melander & Sahlström, 2010; Rogoff, 2003; Sfard, 1998). There is a direct connection between learning and interaction. Teaching and learning are viewed as constitutive parts of everyday social interaction (Gergely & Csibra, 2006). Sfard (1998) describes this as a shift of focus from learning as acquiring to learning as participation. This perspective on learning consequentially conceptu- alizes learning as something that can be done anywhere at anytime where two or more individuals are engaged in social interaction. Learning can be done any-