With sensitive eyes : ECEC teachers’ visual gaze and related reflections on pedagogical actions in toddler groups using eye-tracking glasses
Ukkonen-Mikkola, T., Isotalo, S., Chaudhuri, S., Salminen, J., Merjovaara, O., Lindén, C., & Rutanen, N. (2024). With sensitive eyes : ECEC teachers’ visual gaze and related reflections on pedagogical actions in toddler groups using eye-tracking glasses. Frontline Learning Research, 12(2), 70-98. https://doi.org/10.14786/flr.v12i2.1153
Julkaistu sarjassa
Frontline Learning ResearchTekijät
Päivämäärä
2024Tekijänoikeudet
© 2024 the Authors
This study explored early childhood education and care (ECEC) teachers’ visual gaze and related reflections on pedagogical actions during pedagogical activities in groups of children under three years of age in Finland. The data were collected from play and teacher-guided activities using mobile eye-tracking glasses, the retrospective thinking aloud (RTA) method, and semi-structured interviews. The results showed that even though the teachers were surprised about some aspects of the visual gaze metrics, they reflected on and gave reasons for their visual gazes on children. When observing gaze data from play, teachers explained the high amount of gaze by citing children’s particular needs. When observing gaze data from guided activities, teachers reflected on children’s unpredictable behavior and noted that the children’s need for support in concentration was linked to more gazes by the teacher. The findings showed that both during play and guided activities, children seeking a gaze and the position of children in the classroom influenced the number of teachers’ gazes. In the teachers’ explanations of their visual gaze and related pedagogical actions, five categories were identified: protection; physical and emotional availability, teaching and learning; facilitation; and initiatives. This explorative study showed that teachers utilize their knowledge concerning children’s individuality, development, and learning when they explain their decisions concerning their visual gaze and pedagogical activities with toddlers. The use of mobile eye-tracking technology is relatively new; therefore, its applications to ECEC are pioneering for the development of the field in relation to the practices and research of toddlers’ groups and groups with older children in ECEC.
...
![showless](/themes/JYX2//images/showless.png)
![showmore](/themes/JYX2//images/showmore.png)
Julkaisija
European Association for Research on Learning and InstructionISSN Hae Julkaisufoorumista
2295-3159Asiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/233282842
Metadata
Näytä kaikki kuvailutiedotKokoelmat
Lisenssi
Samankaltainen aineisto
Näytetään aineistoja, joilla on samankaltainen nimeke tai asiasanat.
-
Early Childhood Education and Care Teachers’ Gaze Behavior Across Pedagogical Episodes in Toddler Groups in Finland
Isotalo, Susanna; Ukkonen-Mikkola, Tuulikki; Lämsä, Joni; Rutanen, Niina (Springer, 2024)Teacher–child interaction is central in pedagogical activities in early childhood education and care (ECEC). In these activities, teachers’ visual gaze is a valuable tool for communication, but this has received little ... -
Professional vision in the classroom : Teachers’ knowledge-based reasoning explaining their visual focus of attention to students
Muhonen, Heli; Pakarinen, Eija; Lerkkanen, Marja-Kristiina (Elsevier, 2023)This study investigated Grade 2 teachers' (N = 50) professional vision through eye-tracking methodology and retrospective think-aloud interviews. The study examined the extent to which teachers' knowledge-based reasoning ... -
Teacher-child interaction quality and children's self‐regulation in toddler classrooms in Finland and Portugal
Salminen, Jenni; Guedes, Carolina; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Cadima, Joana (John Wiley & Sons, 2021)This study examines the association between teacher–child interaction quality and children's self‐regulation in Finnish and Portuguese toddler classrooms. The participants included 230 Finnish (M = 29; SD = 3 months) and ... -
Play in Finnish kindergartens : an exploratory study on the pedagogical practices and opinions of teachers and nurses
Ravaglia, Martina (2021)Play is a key aspect of pedagogical practice in Finnish kindergartens, and ECEC practitioners are advised to appropriately guide or take part in playful activities, supporting children’s learning and natural curiosity. ... -
The quality of an expert teacher’sand a student teacher’s pedagogical interactionsin early childhood education and care examined through theCLASS lens
Koivula, Merja; Salminen, Jenni; Rautamies, Erja; Rutanen, Niina (Suomen varhaiskasvatus ry, 2022)High-quality interactions between teachers and children in early childhood education and care (ECEC) are at theheart of supporting children’s development, well-being, andlearning. Theaim of the study ...
Ellei toisin mainittu, julkisesti saatavilla olevia JYX-metatietoja (poislukien tiivistelmät) saa vapaasti uudelleenkäyttää CC0-lisenssillä.