dc.contributor.author | Salminen, Jenni | |
dc.date.accessioned | 2013-12-11T08:58:49Z | |
dc.date.available | 2013-12-11T08:58:49Z | |
dc.date.issued | 2013 | |
dc.identifier.citation | Salminen, J. (2013). Case study on teachers’ contribution to children’s participation in Finnish preschool classrooms during structured learning sessions. <i>Frontline Learning Research</i>, <i>1</i>(1), 72-80. <a href="https://doi.org/10.14786/flr.v1i1.31" target="_blank">https://doi.org/10.14786/flr.v1i1.31</a> | |
dc.identifier.other | CONVID_22777901 | |
dc.identifier.other | TUTKAID_57482 | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/42637 | |
dc.description.abstract | The 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.iso | eng | |
dc.publisher | European Association for Research on Learning and Instruction | |
dc.relation.ispartofseries | Frontline Learning Research | |
dc.relation.uri | http://journals.sfu.ca/flr/index.php/journal/article/view/31/30 | |
dc.subject.other | Case-study | |
dc.subject.other | Teacher–child interactions | |
dc.subject.other | Teaching practices | |
dc.title | Case study on teachers’ contribution to children’s participation in Finnish preschool classrooms during structured learning sessions | |
dc.type | article | |
dc.identifier.urn | URN:NBN:fi:jyu-201312112776 | |
dc.contributor.laitos | Kasvatustieteiden laitos | fi |
dc.contributor.laitos | Department of Education | en |
dc.contributor.oppiaine | Varhaiskasvatus | fi |
dc.contributor.oppiaine | Early Childhood Education | en |
dc.type.uri | http://purl.org/eprint/type/JournalArticle | |
dc.date.updated | 2013-12-11T04:30:20Z | |
dc.type.coar | http://purl.org/coar/resource_type/c_2df8fbb1 | |
dc.description.reviewstatus | peerReviewed | |
dc.format.pagerange | 72-80 | |
dc.relation.issn | 2295-3159 | |
dc.relation.numberinseries | 1 | |
dc.relation.volume | 1 | |
dc.type.version | publishedVersion | |
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.accesslevel | openAccess | fi |
dc.subject.yso | osallistuminen | |
dc.subject.yso | esikoulu | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p10727 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p15089 | |
dc.relation.doi | 10.14786/flr.v1i1.31 | |
dc.type.okm | A1 | |