Finnish and Greek early childhood teachers’ perspectives and practices in supporting children’s autonomy
Koivula, M., Gregoriadis, A., Rautamies, E., & Grammatikopoulos, V. (2019). Finnish and Greek early childhood teachers’ perspectives and practices in supporting children’s autonomy. Early Child Development and Care, 189(6), 990-1003. https://doi.org/10.1080/03004430.2017.1359583
Published inEarly Child Development and Care
DisciplineVarhaiskasvatusEarly Childhood Education
© 2017 Informa UK Limited, trading as Taylor & Francis Group.
Kindergarten teachers from different cultural backgrounds attribute various meanings to children’s autonomy. There seems to be cultural differences in early childhood education curricula with regard to how a child’s autonomy is described and how it is supported. This qualitative study asks: how do teachers narrate their perspective and pedagogical support of children’s autonomy, and what kinds of similarities and differences in the pedagogy and practices can be found in Finnish and Greek early childhood education (ECEC) contexts? The data of this qualitative study consist of a semi-structured questionnaire of 14 kindergarten teachers and observations of their pedagogical practices in the day care groups of 4- to 5-year-old children. The results suggest that teachers’ overall conception of autonomy was identical, but the different cultural contexts and curriculums affected the way the teachers emphasized and valued different dimensions of autonomy.
ISSN Search the Publication Forum0300-4430
Publication in research information system
MetadataShow full item record
Showing items with similar title or keywords.
The quality of an expert teacher’sand a student teacher’s pedagogical interactionsin early childhood education and care examined through theCLASS lens Koivula, Merja; Salminen, Jenni; Rautamies, Erja; Rutanen, Niina (Suomen varhaiskasvatus ry, 2022)High-quality interactions between teachers and children in early childhood education and care (ECEC) are at theheart of supporting children’s development, well-being, andlearning. Theaim of the study ...
The teacher as a source of educational support : exploring teacher-child interactions and teachers' pedagogical practices in Finnish preschool classrooms Salminen, Jenni (University of Jyväskylä, 2014)
Play in Finnish kindergartens : an exploratory study on the pedagogical practices and opinions of teachers and nurses Ravaglia, Martina (2021)Play is a key aspect of pedagogical practice in Finnish kindergartens, and ECEC practitioners are advised to appropriately guide or take part in playful activities, supporting children’s learning and natural curiosity. ...
Flexibly Scheduled Early Childhood Education and Care : Finnish Mothers’ and Educators’ Perceptions on Young Children’s Experiences and Child-Responsive Practices Salonen, Eija; Sevón, Eija; Laakso, Marja-Leena (Springer, 2018)The study explores Finnish mothers' and educators' perceptions on young children's experiences and child-responsive practices related to flexibly-scheduled early childhood education and care (ECEC). Data were gathered ...
Finnish Pre-Service Teachers’ Perceptions of Perceived Competence in Early Childhood Physical Education Soini, Anne; Watt, Anthony; Sääkslahti, Arja (MDPI AG, 2021)Early childhood education and care (ECEC) teachers have a central role in supporting young children’s physical activity (PA) and overall development in the early years. However, the value of early childhood education teacher ...