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dc.contributor.authorVuorisalo, Mari
dc.contributor.authorRutanen, Niina
dc.contributor.authorRaittila, Raija
dc.date.accessioned2015-01-30T08:33:55Z
dc.date.available2016-06-01T21:45:08Z
dc.date.issued2015
dc.identifier.citationVuorisalo, M., Rutanen, N., & Raittila, R. (2015). Constructing relational space in early childhood education. <i>Early years: an international journal of research and development</i>, <i>35</i>(1), 67-79. <a href="https://doi.org/10.1080/09575146.2014.985289" target="_blank">https://doi.org/10.1080/09575146.2014.985289</a>
dc.identifier.otherCONVID_24069135
dc.identifier.otherTUTKAID_64180
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/45204
dc.description.abstractThis paper examines early childhood education (ECE) by applying and developing relational-spatial perspectives on everyday life in educational institutions for young children. The aim is to investigate the dynamic process of construction of space and to illustrate with selected empirical episodes how this process occurs in ECE. Drawing on authors such as Soja and Bourdieu, the starting point for the analysis is that space is socially produced in everyday interactions in a process that intertwines the physical environment and concrete objects, personal interpretations of physical and cultural space, and cultural and collective views about space in ECE. We illustrate this process with ethnographic data from two day care centers. The analysis shows how children and educators engage in the process of constructing space from diverse positions and how the institutional context is embedded within this process.
dc.language.isoeng
dc.publisherRoutledge; Training, Advancement & Co-operation in Teaching Young Children
dc.relation.ispartofseriesEarly years: an international journal of research and development
dc.subject.otherrelational space
dc.subject.otherearly childhood education
dc.subject.otherrelational production of space
dc.subject.otherchildren’s agency
dc.subject.otherdoxa
dc.titleConstructing relational space in early childhood education
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201501281205
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineVarhaiskasvatusfi
dc.contributor.oppiaineEarly Childhood Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2015-01-28T16:30:14Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange67-79
dc.relation.issn0957-5146
dc.relation.numberinseries1
dc.relation.volume35
dc.type.versionacceptedVersion
dc.rights.copyright© 2014 TACTYC (Association for the Professional Development of Early Years Educators). This is an author's final draft version of an article whose final and definitive form has been published by TACTYC (Routledge). Published in this repository with the kind permission of the publisher.
dc.rights.accesslevelopenAccessfi
dc.subject.ysoetnografia
jyx.subject.urihttp://www.yso.fi/onto/yso/p14028
dc.relation.doi10.1080/09575146.2014.985289
dc.type.okmA1


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