ABSTRACT
Beyond the videography, the researchers continually experienced the difficulty of 'seeing' and understanding the children's activities in sharp contrast to making sense of other adults in similar unfamiliar settings and occasions. The children would wait for the adult to ask several questions or make several requests for information before they would begin to comment on the scenes on the television. The procedure involves creating a first-generation tape by recording a class in their ordinary activity. Beyond the videography, the researchers continually experienced the difficulty of 'seeing' and understanding the children's activities in sharp contrast to making sense of other adults in similar unfamiliar settings and occasions. A reformulation which locates both the researchers' and children's organisational practices in making sense of appearances has analytical import. In turn, the children's accounts are followed by the researcher's explanation, which subsumes or removes the one they added and all other possibilities they envision, thereby providing a reasonable explanation.
