Documents in Interaction : A Case Study on Parent–Teacher Meetings (ECEC)
Alasuutari, M. (2020). Documents in Interaction : A Case Study on Parent–Teacher Meetings (ECEC). In M. Alasuutari, H. Kelle, & H. Knauf (Eds.), Documentation in Institutional Contexts of Early Childhood : Normalisation, Participation and Professionalism (pp. 205-224). Springer VS. https://doi.org/10.1007/978-3-658-28193-9_11
Tekijät
Päivämäärä
2020Tekijänoikeudet
© Springer Fachmedien Wiesbaden GmbH, part of Springer Nature 2020
Whilst the quality of early childhood education and care (ECEC) is being monitored increasingly closely, various documentation methods and practices that aim at recording and assessing children’s advancement and activities have expanded in ECEC. The research on the impact of such documentation methods on grassroots-level practices is however currently scarce. This chapter illuminates the role of a specific documentation method—that is, a child’s ECEC plan—in parent–teacher meetings in Finnish ECEC. This plan was implemented as a means to increase pedagogical quality of ECEC in Finland. The chapter considers the ECEC plan a participant during parent–teacher meetings and, by applying discursive and conversation analytic methodology, demonstrates how this plan structures these meetings. However, this structuring may also be perceived as partly compromising the quality aims associated with children’s ECEC plans.
Julkaisija
Springer VSEmojulkaisun ISBN
978-3-658-28192-2Kuuluu julkaisuun
Documentation in Institutional Contexts of Early Childhood : Normalisation, Participation and ProfessionalismAsiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/35396030
Metadata
Näytä kaikki kuvailutiedotKokoelmat
Lisenssi
Samankaltainen aineisto
Näytetään aineistoja, joilla on samankaltainen nimeke tai asiasanat.
-
Enrichment and safety : the parents of young children constructing early childhood education and care institution in Finland
Kivimäki, Mirka; Karila, Kirsti; Alasuutari, Maarit (Routledge, 2023)Parents` significance in early childhood education and care (ECEC) is emphasized in the research, but primarily from the perspective of ECEC professionals. Drawing on discursive institutionalism, we analysed what parents ... -
Teachers’ pedagogical leadership in early childhood education
Fonsén, Elina; Szecsi, Tunde; Kupila, Päivi; Liinamaa, Tarja; Halpern, Clarisse; Repo, Marika (Routledge, 2023)Background Although the contexts, structures and administrations of early childhood education (ECE) may differ internationally, effective pedagogical leadership remains an essential component in supporting young children’s ... -
Supervisory discussions during the early childhood education and care student teacher practicum period : the cultural scripts, phases and discourses
Chydenius, Heidi; Ukkonen-Mikkola, Tuulikki; Fonsén, Elina (Routledge, 2023)Practicum periods are an essential part of early childhood education and care (ECEC) teacher training. To support a student’s learning, they need supervision by an expert ECEC teacher to process and analyse information, ... -
Intertextual Voices of Children, Parents, and Specialists in Individual Education Plans
Heiskanen, Noora; Alasuutari, Maarit; Vehkakoski, Tanja (Routledge, 2021)Planning support and education services requires multifaceted information from professionals, parents, and children. Despite this, educators have emphasized professional opinions in individual education plans (IEPs), whereas ... -
Teacher response pursuits in whole class post-task discussions
Duran, Derya; Jacknick, Christine M. (Elsevier, 2020)This paper explores teacher elicitation practices following a perceived absence of a response to an initial inquiry. Specifically, we focus on whole class post-task discussions where a teacher pursues responses in post-first ...
Ellei toisin mainittu, julkisesti saatavilla olevia JYX-metatietoja (poislukien tiivistelmät) saa vapaasti uudelleenkäyttää CC0-lisenssillä.