Pienet lapset varhaiskasvatuksen vuorohoidossa: Epätyypillisten varhaiskasvatusaikojen merkitys kuulumisen neuvottelulle ja rakentumiselle

Abstract

This dissertation examines the processes related to 1- to 3-year-old children’s belonging in the context of flexibly scheduled early childhood education and care (ECEC). Specifically, it focuses on the implications of flexibly scheduled ECEC and nonstandard ECEC schedules for young children’s belonging, and on adults’ ways to enhance children’s belonging in the home and ECEC contexts. Here, the concept of belonging refers to two essential aspects of children’s socioemotional wellbeing: a social position based on mutual acceptance and regard, and related experiences of belonging. Young children are interpreted to actively construct their belonging by interacting with their social and material surroundings. Such interactions are understood as manifesting the politics of belonging, through which flexibly scheduled ECEC and adult caretakers influence young children’s social position and their experiences. To better understand the target phenomenon, young children’s actions and expressions are closely examined. The data were generated by ethnography-based methods, primarily the observation of young children in two different ECEC centres providing flexibly scheduled ECEC. These data were complemented by home observations and interviews with mothers and educators. The qualitative approaches applied in analysing the data include content analysis and thematic analysis. At times, the belonging of the participating children encountered challenges that resulted from the unpredictability of their daily life and lack of compatibility between their nonstandard ECEC schedules and their daily rhythms of sleep and rest. To meet these challenges, mothers and educators fostered regular routines and took account of children’s daily rhythms and peer relations. Furthermore, evening and weekend ECEC offered particularly good opportunities for child-responsive practices that enhance young children’s belonging. Overall, the findings highlight the importance of paying attention to young children’s belonging in the 24/7 economy – both in daily interactions, pedagogical practices, and political decision-making.