Show simple item record

dc.contributor.authorSalminen, Jenni
dc.date.accessioned2013-12-11T08:58:49Z
dc.date.available2013-12-11T08:58:49Z
dc.date.issued2013fi
dc.identifier.citationSalminen, J. (2013). Case study on teachers’ contribution to children’s participation in Finnish preschool classrooms during structured learning sessions. <em>Frontline Learning Research</em>, 1 (1), 72-80. Retrieved from <a href="http://journals.sfu.ca/flr/index.php/journal/article/view/31/30">http://journals.sfu.ca/flr/index.php/journal/article/view/31/30</a>fi
dc.identifier.otherTUTKAID_57482
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/42637
dc.description.abstractThe main aim of this study was to identify different teaching practices and explore the types of opportunities that they provide for children’s participation in four different Finnish preschool classrooms for 6-year olds during structured learning sessions. Observational data of four preschool teachers were analyzed according to the principles of qualitative content analysis. Three themes of teachers’ practices were identified, which described the key practices through which teachers influence children’s participation, namely, through discussion and conversations; by referring to shared rules and managing the classroom; and through demonstrating pedagogical sensitivity and understanding towards children’s active participation. Further, each teacher was observed implementing these practices in a unique combination in their classrooms, thus, creating different opportunities for participation. The four teachers showed a constructive, enabling, reserved or restrictive/unbalanced stance towards children’s participation. The results of this study highlight the importance of teachers’ pedagogically sensitive attitude as the key to children’s participation. Given that the advantages of participation to learning and development are well established, the results also point to a need to evaluate the prevailing pedagogy and practices more closely from the perspective of participation.fi
dc.language.isoeng
dc.publisherThe European Association for Research on Learning and Instruction (EARLI)
dc.relation.ispartofseriesFrontline Learning Research
dc.relation.urihttp://journals.sfu.ca/flr/index.php/journal/article/view/31/30
dc.subject.otherCase-studyfi
dc.subject.otherParticipationfi
dc.subject.otherPreschoolfi
dc.subject.otherTeacher child interactionsfi
dc.subject.otherTeaching practicesfi
dc.titleCase study on teachers contribution to children s participation in Finnish preschool classrooms during structured learning sessionsfi
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201312112776
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineVarhaiskasvatus
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2013-12-11T04:30:20Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange72-80
dc.relation.issn2295-3159
dc.relation.numberinseries1
dc.relation.volume1
dc.type.versionpublishedVersion
dc.rights.copyright© The Author. This is an open access article distributed under the terms of the Attribution-NonCommercial-NoDerivs Creative Common License (BY-NC-ND).
dc.rights.accesslevelopenAccessfi


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record