Privilege or tragedy? : Educators’ accounts of flexibly scheduled early childhood education and care
Peltoperä, K., Turja, L., Vehkakoski, T., Poikonen, P.-L., & Laakso, M.-L. (2018). Privilege or tragedy? : Educators’ accounts of flexibly scheduled early childhood education and care. Journal of Early Childhood Research, 16(2), 176-189. https://doi.org/10.1177/1476718X17750204
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Journal of Early Childhood ResearchAuthors
Date
2018Copyright
© The Author(s) 2017.
This article explores accounts given by Finnish educators (n=31) on
flexibly scheduled early childhood education and care (ECEC) (e.g.
childcare provided also during non-standard hours). Previous research
has shown this to be a sensitive topic because of the contradiction
between prerequisites (what is good for children) and actions
(provision of childcare during non-standard hours). The research is
following the principles of discursive psychology. Educators’
accounts were labelled as excusing, compensating, normalising and
justifying. The excusing and compensating accounts shared a concern
about the effects of non-standard hour’s childcare on children’s wellbeing. Similar risks were not expressed in the normalising and the
justifying accounts. Accounts differed as to who was held responsible
for providing this type of childcare. When responsibility was
attributed to society, the educators’ position was weaker than when
educators constructed themselves as active participants. Both
educators and children were positioned uniquely in each type of
account. As accounts have consequences on action it is important to
make them visible in order to both understand and to develop
practices in flexibly scheduled ECEC.
...


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Sage Publications LtdISSN Search the Publication Forum
1476-718XKeywords
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