Entering and observing in children’s worlds: A reflection on a longitudinal ethnography of early education in Italy

In this chapter we evaluate theoretical and methodological issues in conducting longitudinal ethnographies of young children. We do this by reflecting on and examining field entry and data collection in our joint study of children’s transition from preschool to elementary school in Modena, Italy. The following vignette based on field notes from the first author’s (Corsaro’s) earlier research in Bologna, Italy, serves to introduce the goals of our discussion in this chapter.