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dc.contributor.authorPeltoperä, Kaisu
dc.contributor.authorVehkakoski, Tanja
dc.contributor.authorTurja, Leena
dc.contributor.authorLaakso, Marja-Leena
dc.date.accessioned2021-08-24T09:49:19Z
dc.date.available2021-08-24T09:49:19Z
dc.date.issued2020
dc.identifier.citationPeltoperä, K., Vehkakoski, T., Turja, L., & Laakso, M.-L. (2020). Pedagogy-related tensions in flexibly scheduled early childhood education and care. <i>International Journal of Early Years Education</i>, <i>Early online</i>. <a href="https://doi.org/10.1080/09669760.2020.1778449" target="_blank">https://doi.org/10.1080/09669760.2020.1778449</a>
dc.identifier.otherCONVID_35970663
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/77475
dc.description.abstractIn 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesInternational Journal of Early Years Education
dc.rightsCC BY-NC 4.0
dc.subject.otherflexibly scheduled early childhood education and care
dc.subject.otherday and night care
dc.subject.otherpedagogy
dc.subject.otherdiscourse analysis
dc.subject.other24/7 economy
dc.titlePedagogy-related tensions in flexibly scheduled early childhood education and care
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202108244640
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn0966-9760
dc.relation.volumeEarly online
dc.type.versionacceptedVersion
dc.rights.copyright© 2020 Informa UK Limited, trading as Taylor & Francis Group
dc.rights.accesslevelembargoedAccessfi
dc.subject.ysodiskurssianalyysi
dc.subject.ysopedagogiikka
dc.subject.ysovarhaiskasvatus
dc.subject.ysovuorohoito
dc.subject.ysopedagoginen suunnittelu
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p7829
jyx.subject.urihttp://www.yso.fi/onto/yso/p1584
jyx.subject.urihttp://www.yso.fi/onto/yso/p1650
jyx.subject.urihttp://www.yso.fi/onto/yso/p20771
jyx.subject.urihttp://www.yso.fi/onto/yso/p23087
dc.rights.urlhttps://creativecommons.org/licenses/by-nc/4.0/
dc.relation.doi10.1080/09669760.2020.1778449
jyx.fundinginformationThis work was supported by the Academy of Finland: [grant number 251410].


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Except where otherwise noted, this item's license is described as CC BY-NC 4.0