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dc.contributor.authorAlasuutari, Maarit
dc.contributor.editorAlasuutari, Maarit
dc.contributor.editorKelle, Helga
dc.contributor.editorKnauf, Helen
dc.date.accessioned2021-01-21T14:13:09Z
dc.date.available2021-01-21T14:13:09Z
dc.date.issued2020
dc.identifier.citationAlasuutari, M. (2020). Documents in Interaction : A Case Study on Parent–Teacher Meetings (ECEC). In M. Alasuutari, H. Kelle, & H. Knauf (Eds.), <i>Documentation in Institutional Contexts of Early Childhood : Normalisation, Participation and Professionalism</i> (pp. 205-224). Springer VS. <a href="https://doi.org/10.1007/978-3-658-28193-9_11" target="_blank">https://doi.org/10.1007/978-3-658-28193-9_11</a>
dc.identifier.otherCONVID_35396030
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/73742
dc.description.abstractWhilst 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.en
dc.format.extent257
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherSpringer VS
dc.relation.ispartofDocumentation in Institutional Contexts of Early Childhood : Normalisation, Participation and Professionalism
dc.rightsIn Copyright
dc.subject.otherparent–teacher interaction
dc.subject.otherearly childhood education and care (ECEC)
dc.subject.othera child’s individual ECEC plan
dc.subject.otherdiscourse analysis
dc.subject.otherconversation analysis
dc.titleDocuments in Interaction : A Case Study on Parent–Teacher Meetings (ECEC)
dc.typebookPart
dc.identifier.urnURN:NBN:fi:jyu-202101211208
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineVarhaiskasvatusfi
dc.contributor.oppiaineEarly Childhood Educationen
dc.type.urihttp://purl.org/eprint/type/BookItem
dc.relation.isbn978-3-658-28192-2
dc.description.reviewstatuspeerReviewed
dc.format.pagerange205-224
dc.type.versionacceptedVersion
dc.rights.copyright© Springer Fachmedien Wiesbaden GmbH, part of Springer Nature 2020
dc.rights.accesslevelopenAccessfi
dc.subject.ysovarhaiskasvatussuunnitelmat
dc.subject.ysokasvatusyhteistyö
dc.subject.ysokeskustelunanalyysi
dc.subject.ysodiskurssianalyysi
dc.subject.ysovarhaiskasvatus
dc.subject.ysodokumentointi
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p37835
jyx.subject.urihttp://www.yso.fi/onto/yso/p38174
jyx.subject.urihttp://www.yso.fi/onto/yso/p7828
jyx.subject.urihttp://www.yso.fi/onto/yso/p7829
jyx.subject.urihttp://www.yso.fi/onto/yso/p1650
jyx.subject.urihttp://www.yso.fi/onto/yso/p16361
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1007/978-3-658-28193-9_11


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