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dc.contributor.authorKoivula, Merja
dc.contributor.authorGregoriadis, Athanasios
dc.contributor.authorRautamies, Erja
dc.contributor.authorGrammatikopoulos, Vasilis
dc.date.accessioned2019-05-02T06:45:52Z
dc.date.available2019-05-02T06:45:52Z
dc.date.issued2019
dc.identifier.citationKoivula, M., Gregoriadis, A., Rautamies, E., & Grammatikopoulos, V. (2019). Finnish and Greek early childhood teachers’ perspectives and practices in supporting children’s autonomy. <i>Early Child Development and Care</i>, <i>189</i>(6), 990-1003. <a href="https://doi.org/10.1080/03004430.2017.1359583" target="_blank">https://doi.org/10.1080/03004430.2017.1359583</a>
dc.identifier.otherCONVID_27153771
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/63689
dc.description.abstractKindergarten 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.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesEarly Child Development and Care
dc.rightsIn Copyright
dc.subject.otherautonomy
dc.subject.otherautonomy support
dc.subject.otherearly childhood education
dc.subject.otherteachers’ pedagogical practices
dc.titleFinnish and Greek early childhood teachers’ perspectives and practices in supporting children’s autonomy
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201904252279
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineVarhaiskasvatusfi
dc.contributor.oppiaineEarly Childhood Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-04-25T09:15:23Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange990-1003
dc.relation.issn0300-4430
dc.relation.numberinseries6
dc.relation.volume189
dc.type.versionacceptedVersion
dc.rights.copyright© 2017 Informa UK Limited, trading as Taylor & Francis Group.
dc.rights.accesslevelopenAccessfi
dc.subject.ysoitsenäistyminen (psykologia)
dc.subject.ysovarhaiskasvatus
dc.subject.ysoopettajankoulutus
dc.subject.ysokulttuurierot
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p8228
jyx.subject.urihttp://www.yso.fi/onto/yso/p1650
jyx.subject.urihttp://www.yso.fi/onto/yso/p10746
jyx.subject.urihttp://www.yso.fi/onto/yso/p2190
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1080/03004430.2017.1359583
dc.type.okmA1


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