ionis in terms of satisfying the noted criteria: observing people within the drivers’ training and joining in their routin activities as an active and collaborative participant. This was also satisfied in the oil change scenario. However, as noted by Smith, no theories of socialization were used during the participant observation processes. In fact, the discussion of socialization theories discussed Erik H. Erikson’s Eight Stages of Development (Erikson, 1993) but did not related these theories to the research method.
One could deduce that the level and extent of learning from participant observation differs according to the specific stage of development an individual is in. It was therefore evident from Smith’s discourse, that the current stage of development being manifested was the sixth stage which is young adulthood where vast applications of sociological theories are being practiced in conjunction with the research method used. Through participant observation, the social theory applied focuses on the symbolic-interaction approach which “is a framework for building theory that sees society as the product of the everyday interactions of individuals” (Macionis, Chapter 1: Sociology: Perspective, Theory, and Method Detailed Outline, 2011, p. 3). As clearly evident from the discourse, there were uses of symbols, language, non-verbal cues and patterns which prove that sociological theories were apparently actively evident.
Macionis, J. (2011). Chapter 1: Sociology: Perspective, Theory, and Method Detailed Outline. Retrieved August 18, 2012, from pearsonhighered.com: http://www.pearsonhighered.com/assets/hip/us/hip_us_pearsonhighered/samplechapter/0205005500.pdf
focused on the application of this research method through differentiating learning from his perspective and from the point of view of his four year old son. It was therefore apparent and evident that the criteria for participant observation as the research method was sufficiently complied