Pedagogy-related tensions in flexibly scheduled early childhood education and care
Peltoperä, K., Vehkakoski, T., Turja, L., & Laakso, M.-L. (2020). Pedagogy-related tensions in flexibly scheduled early childhood education and care. International Journal of Early Years Education, Early online. https://doi.org/10.1080/09669760.2020.1778449
Published inInternational Journal of Early Years Education
© 2020 Informa UK Limited, trading as Taylor & Francis Group
In flexibly scheduled early childhood education and care (ECEC), the timing of care depends on parents’ non-standard working hours. Multiple individual schedules and care times in a child group may cause irregularity in a child’s daily structures, and a child may miss a standard hour’s activities that are led by teachers with a pedagogical education. In this context, the significance and definition of pedagogy is vague and tensional. This study aimed at disclosing discursive tensions related to pedagogy in flexibly scheduled ECEC constructed in interviews by Finnish teachers and childcare nurses (n = 31). The analysis of the interview data followed the principles of discursive psychology. Consequently, three discursive tensions related to pedagogy were found: (1) children’s right to learn vs. their need for care, (2) educators’ educational background vs. personal strengths as a standpoint for pedagogical work and (3) pedagogy as standardised vs. meeting children’s individual needs. As an implication, it appears problematic if we consider education and care as opposites. Instead, they should be viewed from a holistic pedagogical perspective, as each child has the right to high-quality pedagogy despite the timing of care. Moreover, children’s individuality should be at the core of planning pedagogical activities. ...
Publication in research information system
MetadataShow full item record
Additional information about fundingThis work was supported by the Academy of Finland: [grant number 251410].
Showing items with similar title or keywords.
Alasuutari, Maarit (Springer VS, 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 ...
Rinta, Annika (2021)Tutkimuksessa tarkasteltiin vuorohoitopäiväkodin pedagogista työtä. Tarkoituksena oli kartoittaa varhaiskasvatuksen opettajien näkemyksiä vuorohoidon erityispiirteistä pedagogiikan näkökulmasta. Tutkimuksessa myös selvitettiin ...
Palviainen, Åsa; Lan Curdt-Christiansen, Xiao (Springer, 2020)This chapter discusses the importance of different types of early language education in the public system according to national policy in two geopolitical contexts: Continental Northern Europe and the UK. We define early ...
Sukupolvisuhteet, hallinta ja subjektifikaatio : etnografinen tutkimus lasten ja aikuisten suhteista vuorohoitopäiväkodissa Siippainen, Anna (Jyväskylän yliopisto, 2018)This ethnographic study examines intergenerational relations in a day-care center with extended opening hours. The theoretical starting points of the study draw on Michel Foucault’s concept of governmentality. Therefore, ...
Privilege or tragedy? : Educators’ accounts of flexibly scheduled early childhood education and care Peltoperä, Kaisu; Turja, Leena; Vehkakoski, Tanja; Poikonen, Pirjo-Liisa; Laakso, Marja-Leena (Sage Publications Ltd, 2018)This article explores accounts given by Finnish educators (n=31) on flexibly scheduled early childhood education and care (ECEC) (e.g. childcare provided also during non-standard hours). Previous research has shown this ...