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dc.contributor.authorRutanen, Niina
dc.contributor.authorHännikäinen, Maritta
dc.date.accessioned2018-11-30T12:09:30Z
dc.date.available2018-11-30T12:09:30Z
dc.date.issued2017fi
dc.identifier.citationRutanen, N., & Hännikäinen, M. (2017). Care, Upbringing and Teaching in ‘Horizontal’ Transitions in Toddler Day-Care Groups. In E. J. White, & C. Dalli (Eds.), <em>Under-three Year Olds in Policy and Practice</em> (pp. 57-72). Springer. <a href="https://doi.org/10.1007/978-981-10-2275-3_4">doi:10.1007/978-981-10-2275-3_4</a>fi
dc.identifier.otherTUTKAID_71502
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/60411
dc.description.abstractThis chapter focuses on the fundamental notion of early childhood education as an integrated whole, composed of care, upbringing and teaching, in the context of Finnish early childhood education. These three concepts - care, upbringing and teaching - are addressed firstly, on the conceptual level, and then empirically by illustrative examples from day-care groups for one-to-three-year-old children. Our main question focuses on how care, upbringing and teaching are implemented in small-scale ‘horizontal’ transitions children experience between events or activities during the day as part of the experience of day-care, and how these events might be evaluated from a pedagogical perspective. Empirical data of horizontal transitions were collected by observations and video recordings in three daycare groups. The illustrative examples selected and discussed are linked to everyday life transitions occurring in day-care centres. Our analysis shows how horizontal transitions provide many opportunities to bring care, upbringing and teaching together into an integrated whole. These events are also important contexts for young children’s learning. The chapter gives examples of good educational practices for supporting children’s learning, development and well-being in day-care groups. Further, by raising awareness of less-known issues in early childhood education, it could offer pointers for teacher education and teachers’ professional development.fi
dc.format.extent224
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSpringer
dc.relation.ispartofUnder-three Year Olds in Policy and Practice
dc.relation.ispartofseriesPolicy and Pedagogy with Under-three Year Olds: Cross-disciplinary Insights and Innovations
dc.rightsIn Copyright
dc.subject.othercarefi
dc.subject.otherupbringingfi
dc.subject.otherteachingfi
dc.subject.othertransitionsfi
dc.subject.otherone-to-three-year-old childrenfi
dc.titleCare, Upbringing and Teaching in ‘Horizontal’ Transitions in Toddler Day-Care Groupsfi
dc.typebookPart
dc.identifier.urnURN:NBN:fi:jyu-201811304952
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineVarhaiskasvatus
dc.type.urihttp://purl.org/eprint/type/BookItem
dc.date.updated2018-11-30T10:15:08Z
dc.relation.isbn978-981-10-2274-6
dc.description.reviewstatuspeerReviewed
dc.format.pagerange57-72
dc.relation.issn2509-6680
dc.type.versionacceptedVersion
dc.rights.copyright© Springer Science+Business Media Singapore 2017.
dc.rights.accesslevelopenAccessfi
dc.format.contentfulltext
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1007/978-981-10-2275-3_4


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