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dc.contributor.authorRutanen, Niina
dc.contributor.authorCosta, Carolina Alexandre
dc.contributor.authorAmorim, Katia de Souza
dc.date.accessioned2016-11-15T12:12:45Z
dc.date.available2016-11-15T12:12:45Z
dc.date.issued2016
dc.identifier.citationRutanen, N., Costa, C. A., & Amorim, K. d. S. (2016). Instructional Strategies, Discipline and Children’s Participation in Educational Institutions for Children under Three-Years-Old : Cases from Brazil and Finland. <em>International Journal of Humanities and Social Science</em>, 6 (6), 204-215. Retrieved from <a href="http://www.ijhssnet.com/journals/Vol_6_No_6_June_2016/21.pdf">http://www.ijhssnet.com/journals/Vol_6_No_6_June_2016/21.pdf</a>
dc.identifier.otherTUTKAID_71693
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/51887
dc.description.abstractIn the cultural psychological and educational literature, recent studies have addressed the educational activities and settings for young children, discussing practices and conceptions in different countries. This study approaches early childhood education and care practices as local, historical and social constructions linked to global trends and commitments to children’s well-being. This paper presents qualitative case analysis on discursive practices and mediational tools used in daily activities with children under three years of age.The focus is on cultural conceptions embedded in the educational activities with cases from Brazil and Finland. The analysis builds on the major themes and conceptions embedded in the practices as instructional strategies, discipline and children’s participation. Differences between these cases were due either to economic or cultural ideological aspects that constrained educators’ activities. In both cases, educators’ challenge was to coordinate the actions of the group while individuality was diversely valued. Despite the strong role of the educator, in the Brazilian case, there was encouragement for peer interaction. In the Finnish case, educator-child relationship was privileged. Actions and tensions carried discursive practices constrained by cultural issues.
dc.language.isoeng
dc.publisherCentre for Promoting Ideas
dc.relation.ispartofseriesInternational Journal of Humanities and Social Science
dc.relation.urihttp://www.ijhssnet.com/journals/Vol_6_No_6_June_2016/21.pdf
dc.subject.othervarhaiskasvatus
dc.subject.otherBrasilia
dc.subject.otherSuomi
dc.subject.otherkulttuurierot
dc.subject.otherunder three-year-olds
dc.subject.otherearly childhood education and care
dc.subject.othercultural-specific domestication
dc.subject.otherBrazil
dc.subject.otherFinland
dc.titleInstructional Strategies, Discipline and Children’s Participation in Educational Institutions for Children under Three-Years-Old : Cases from Brazil and Finland
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201611114611
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineVarhaiskasvatus
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2016-11-11T07:15:05Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange204-215
dc.relation.issn2220-8488
dc.relation.volume6
dc.type.versionpublishedVersion
dc.rights.copyright© the Authors, 2016. This is an open access article published by Centre for Promoting Ideas.
dc.rights.accesslevelopenAccessfi


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