Pedagogy-related tensions in flexibly scheduled early childhood education and care
Peltoperä, K., Vehkakoski, T., Turja, L., & Laakso, M.-L. (2023). Pedagogy-related tensions in flexibly scheduled early childhood education and care. International Journal of Early Years Education, 31(3), 645-660. https://doi.org/10.1080/09669760.2020.1778449
Published in
International Journal of Early Years EducationDate
2023Copyright
© 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.
...
Publisher
RoutledgeISSN Search the Publication Forum
0966-9760Keywords
Publication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/35970663
Metadata
Show full item recordCollections
Additional information about funding
This work was supported by the Academy of Finland: [grant number 251410].License
Related items
Showing items with similar title or keywords.
-
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, ... -
Language Education Policies and Early Childhood Education
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 ... -
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 ... -
Implementing positive behaviour intervention and support in Finnish early childhood education and care : leadership team’s perspective
Heiskanen, Noora; Karhu, Anne; Savolainen, Hannu; Närhi, Vesa (Routledge, 2024)The effective implementation of positive behaviour intervention and support (PBIS) requires both organisational and professional change. This means that the whole community including all educators and children commit to ...