Crianças de dois anos de idade como coconstrutoras de cultura

Comment la culture se co-construit-elle au micro-niveau des interactions quotidiennes dans un service daccueil de la petite enfance? Quelle est cette culture construite, qui sont les constructeurs et comment procédent-ils? Larticle sappuie sur une étude de cas portant sur les interactions entre enfants de deux ans. Pour cette étude, des enregistrements-vidéos ont été effectués deux fois par mois pendant sept mois dans un service daccueil, en Finlande. Lors de ces enregistrements, les enfants avaient des objets avec lesquels jouer. Quatre séances ont été choisies pour lanalyse qualitative. Au cours de la premiére séance, les enfants ont produit une contre-culture aux tentatives de lenseignante pour structurer la situation. Les gestes, postures et verbalisations des enfants ont émergé de leurs premiéres conduites effectuées au hasard. La signification et les fonctions de ces postures, mouvements et sons se sont transformés au cours de leurs actions. Certains mouvements et verbalisations ont été ré-établis et élaborés plus avant, au cours des séances suivantes. Les contraintes de laction ont été constamment négociées, de façon verbale et non-verbale, entre les enfants et les adultes. La culture institutionnelle plus large de la petite enfance ne fut pas un cadre passif, quelquepart à lextérieur du déroulement des actions mais a gagné quelque chose de concret dans lici et maintenant des situations. Les attentes et intentions des adultes furent matérialisées dans les initiatives et les aménagements de la situation, et ont canalisé les possibilités des enfants pour laction. A partir de là, les enfants ont co-construit des mouvements et significations nouveaux, en dehors des attentes des adultes.De que maneira a cultura é coconstruída no nível micro das interações diárias em uma creche? O que é a cultura que está sendo construída, quem são os construtores e como o fazem? Este artigo se baseia em um estudo de caso de interação de crianças de dois anos de idade. Para o estudo, gravações em vídeo foram feitas duas vezes por mês durante um período de sete meses em uma creche na Finlândia. Nas sessões de gravação, as crianças recebiam alguns objetos para brincar. Quatro sessões foram selecionadas para a análise qualitativa. Durante a primeira sessão, as crianças produziram uma contracultura às tentativas da professora de estruturar a situação. Gestos, posturas e verbalizações entre as crianças surgiram de movimentos inicialmente aleatórios. O significado e as funções dessas posturas, movimentos e sons mudaram durante o andamento das ações. Alguns dos movimentos e verbalizações foram restabelecidos e mais elaborados nas sessões de gravação seguintes. As circunscrições para as ações foram constantemente negociadas verbalmente e não verbalmente entre as crianças e os adultos. A cultura institucional mais ampla da educação infantil não constituía uma estrutura passiva externa ao andamento das ações, mas ganhava concretude nas situações do aqui-e-agora. As expectativas e intenções dos adultos materializavam-se nas iniciações e nos ajustes do ambiente e canalizavam as possibilidades de ação das crianças. Baseando-se nisso, as crianças coconstruíam movimentos e significados novos fora da esfera de expectativa dos adultos.How is culture coconstructed in the micro-level of everyday interactions in a day care center? What is the culture being constructed, who are the constructors and how? This paper is based on a case study of interaction among two-year-old children. For the study, video recordings were made twice a month during a period of seven months in a day care centre in Finland. In the recording sessions, the children were provided some objects to play with. Four sessions were selected for qualitative analysis. During the first session, the children produced a counter-culture to the teachers attempts to structure the situation. Gestures, postures, and verbalizations among the children emerged from initially random movements. The meaning and the functions of these postures, movements and sounds changed during the flow of actions. Some of the movements and verbalizations were re-established again and elaborated further in the following recording sessions. The constraints for actions were continuously negotiated nonverbally and verbally among the children and the adults. The wider institutional culture of early childhood education wasnt a passive frame somewhere outside the flow of actions, but it gained concreteness in the here-and-now situations. The adults expectations and intentions were materialized in the initiations and in the arrangements of the setting and canalized the childrens possibilities for actions. From this basis, the children co-constructed novel movements and meanings outside the adults sphere of expectation.¿Cómo se co-construye la cultura en el nivel micro de la interacción cotidiana en un centro infantil? ¿Cuál es la cultura que se construye, quienes son los constructores y como lo hacen? Este artculo se basa en un estudio de caso de la interacción entre niños de dos anos de edad. Para este estudio se hicieron grabaciones en video dos veces al mes durante un periodo de siete meses, en un centro infantil en Finlandia. En las sesiones grabadas se les proporcionó a los niños objetos para jugar. Cuatro sesiones fueron seleccionadas para los análisis. Durante la primera sesión, los niños produjeron una contra-cultura a los intentos de los maestros de estructurar la situación. Gestos, posturas y verbalizaciones entre los niños surgieron casualmente en los movimientos iniciales. El significado y las funciones de esas posturas, movimientos y sonidos cambiaron durante el flujo de las acciones. Algunos de esos movimientos y verbalizaciones fueron reestablecidos nuevamente y desarrollados aún más en las grabaciones posteriores. Las limitantes del accionar fueron continuamente negociados verbal y no verbalmente entre los niños y maestros. La amplia cultura institucional de la educación parvularia no era un marco pasivo de referencia al margen del flujo de las acciones, sino que se hacia concreta en el aqui-y-ahora de las situaciones. Las expectativas e intenciones de los adultos se materializaban en la iniciación y en el ordenamiento del contexto y canalizaban las posibilidades de actuar de los niños. Desde esta base los niños co-construían nuevos movimientos y significados al margen de las esferas de expectativas de los adultos

Alle kolmivuotiaat paikkansa tuottajina päiväkodissa

’Tilan’ ja ’paikan’ käsitteet ovat olleet näkyvästi esillä lapsuuden instituutioita koskevassa keskustelussa monitieteisen lapsuudentutkimuksen alueella. Tässä artikkelissa tarkastellaan varhaiskasvatusta tilan ja paikan käsitteitä soveltaen, lasten tuottaman tilan ja paikan näkökulmasta. Artikkelin empiirinen aineisto on tuotettu eräässä päiväkodissa alle kolmivuotiaiden lasten ryhmässä vuonna 2010 havainnoiden ja videoiden ryhmän toimintaa. Artikkelissa tarkastellaan pienten lasten tuottamaa elettyä tilaa; miten alle kolmivuotiaat tuottavat omaa henkilökohtaista paikkaansa (eli elettyä tilaa) varhaiskasvatuksessa, lapsiryhmän arjessa? Tämän laadullisen tapaustutkimuksen tulokset osoittavat, että jo pienet lapset rakentavat elettyä, koettua tilaansa ja suhdettaan fyysiseen tilaan kehollisesti, nonverbaalisesti ja verbaalisesti vertaisten kanssa neuvotellen ja toistensa toimintaa intensiivisesti havainnoiden. Lapset neuvottelevat yhdessä tuotetuista fyysiseen tilaan liittyvistä merkityksistä, asettavat rajoja sekä myös puolustavat fyysistä ja symbolista toiminta-aluettaan.In multidisciplinary childhood studies, the concepts of ’space’ and ‘place’ have been applied in large extent in discussions related to childhood institutions. In this article, the concepts of space and place will be applied to early childhood education and care, from the point of view of the space and place produced by the children. The empirical material for the study has been produced by video recordings and observations in a daycare group for 1 to 3-year-olds in 2010. The main focus will be on the lived space produced by the children; how do under three-year-olds produce their own personal place (lived space) in early childhood education and care? The results indicate that children construct lived space and their relation to the physical space with body, nonverbal and verbal negotiations with their peers and on the basis of observations of others’ actions. Children negotiate the meanings related to the physical space, set boundaries for actions and also defend their physical and symbolic territories

Children's places in transitions to ECEC : a Finnish case

This presentation focuses on the Finnish case within an international project "Social and emotional experiences in transition through the early years". The aim is to trace the interactions among the local organisation of non - parental childcare provision and how transition to ECEC and children in transitions are constructed by teachers and parents. Previous studies have shown how transitions bring forth a discontinuity in relationships, a change in cultural settings and their embedded values, routines, practices and rules (Dunlop & Fabian 2006, Datler et al. 2012). In addition to recent developments in infant - toddler research (Harrison & Su msion 2014, White & Dalli 2017), this study will engage in dialogue with childhood studies and geographies to investigate transitions within their spatio-temporal complexity (Bollig et al. 2015, Vuorisalo et al. 2015). Six parents and three teachers were interviewed before children (12 - 18 - months - old) started attending day care centre, and four months later. The analysis method is qualitative content analysis. Ethical approval has been granted by the ethics committee of University of Jyväskylä. Transition is characterized by construction of parents' and teachers' joint understanding and justification for specific practices and children's needs. They bring knowledge, beliefs and experiences about particular child, the role of ECEC and children's transitions in to dialogue. The child-care policies, local structures and affordances, and institutional orders interplay and assemble in the everyday making of children's transitions (Bollig et al. 2015). The study informs practice and policy about the process of transition and provides knowledge about different aspects of provision that relate to successful transition

Metodologisia haasteita ja kysymyksiä lasten tutkimushaastattelussa

This methodological article focuses on the process of interview with under school age children. The article contributes to the discussions within multidisciplinary childhood studies about children’s participation and children’s ‘voice’ within research process. Our investigation focuses on how the interview begins, what occurs during the interview and when and how does the interview end? Our analysis is based on the interviews the first author, Roos made for her PhD thesis. In these interviews, children tell about their everyday life in day care centres. Instead of investigating the thematic contents, we will investigate the process that the researcher and the research subject are co-constructing in interaction. We will focus our investigation to particular events, where something occurred and directed the interview in a new way. We will also mirror our observations to previous literature to build a wider description of the challenges, benefits and difficulties occurring during interviews with children. We will conclude that interviews with children are not separable to clear-cut phases, but getting to know the other and building trust continues during the whole interview. Interviews are characterized by fast changes and situationality; the researcher should maintain openness and flexibility rather than follow pre-fixed plans.Tämä metodologinen artikkeli keskittyy alle kouluikäisten lasten yksilöhaastattelun prosessiin ja kulkuun. Artikkelimme osallistuu erityisesti monitieteisen lapsuudentutkimuksen alueella käytyyn keskusteluun lasten osallisuudesta ja ”äänen kuulemisesta” tutkimusprosesseissa. Pohdimme kerronnallisen haastattelun soveltuvuutta lasten näkökulman esille tuomisessa. Paneudumme artikkelissamme tarkastelemaan haastattelun rakentumista: miten se alkaa, mitä sen aikana tapahtuu sekä milloin ja miten haastattelu loppuu. Tarkastelumme pohjautuu Roosin väitöstutkimuksessa toteuttamiin haastatteluihin, joissa lapset kertoivat päiväkotiarjestaan. Tarkastelemme näitä haastatteluja erityisesti tutkijan ja tutkittavan vuorovaikutuksessa rakentaman prosessin näkökulmasta sen sijaan, että analysoisimme haastatteluissa tuotettuja sisällöllisiä teemoja. Otamme tarkasteluun erityisiä tilanteita, joissa on tapahtunut jotakin, joka suuntaa haastattelun kulkua uudella tavalla. Peilaamme huomioitamme myös aikaisempaan kirjallisuuteen ja laajennamme tarkastelua siten yhtä haastattelututkimusta laajemmaksi kuvaukseksi lasten haastattelututkimuksen haasteista, eduista ja mahdollisista karikoista. Tässä artikkelissa päädymme siihen, että lasten haastattelussa erilaisten vaiheiden erottaminen ei ole suoraviivaista, vaan tutustumisen ja tunnustelun prosessi jatkuu läpi haastattelun. Muuntuvuus ja hetkittäisyys ovat lasten haastatteluille luonteenomaisia, joten niihin valmistauduttaessa tarkkojen ennakkosuunnitelmien sijaan avoimuus ja väljyys ovat perustellumpia valintoja

Äitien luottamuksen rakentuminen kasvattajiin varhaiskasvatuksen aloituksessa

Educational partnership between parents and teachers in early childhood education and care (ECEC) is closely connected to children’s experiences during their first transition from home to ECEC. This transition is a starting point for educational partnership and supports building of trust between the diverse participants. In this article, we are interested in the process of building trust from the mothers’ perspectives. We will analyse from mothers talk how their trust to educators in ECEC institution builds while they are talking about their child’s first months in ECEC. The theoretical framework for the analysis is based on Rempel’s, Holmes’ and Zannan’s (1985) model for the development of trust. We will use the model to explore whether the dimensions of trust described in the model are present in the mothers’ talk. The data consists of five semi-structured interviews with mothers whose children were under 1,5-years-old when they started attending ECEC. At the time of the interviews, children had been attending ECEC for about four months. During the interviews, video clips from the ECEC setting were shown to mothers to promote reflections and commentaries. The mothers’ talk included two dimensions linked to the development of trust: 1) predictability linked to teacher’s behaviour (‘predictablity’, ibid.) and 2) towards dependability: valuing of personal characteristics of the teachers, and closer personal relationships to child and mother (‘dependability’, ibid.). The dimension of ‘faith’, following Rempel, Holmes and Zannan (1985), was not identifiable from the interview data.Vanhempien ja kasvattajien kasvatusyhteistyön sujuvuus heijastuu siihen, millaiseksi varhaiskasvatuksen aloitus muodostuu lapsen kokemuksena. Parhaimmillaan yhteistyön alkuvaihe tukee luottamuksen rakentumista vanhempien ja kasvattajien välille. Tässä artikkelissa kiinnostus kohdistuu luottamuksen rakentumisen prosessiin äitien näkökulmasta. Tarkastelemme miten luottamus kasvattajiin varhaiskasvatuksen instituutiossa rakentuu äitien puheessa heidän pohtiessaan lapsensa ensi kuukausia varhaiskasvatuksessa. Teoriasidonnaisen sisällönanalyysin tuella tutkimme, onko puheesta löydettävissä Rempelin, Holmesin ja Zannanin (1985) kuvaamia luottamuksen rakentumisen tasoja. Aineistona ovat viiden noin 1,5-vuotiaan lapsen äidin haastattelut. Haastattelujen ajankohtana lapset olivat olleet noin neljä kuukautta päiväkodissa, ja haastatteluissa esitettiin äideille myös videomateriaalia päiväkodista. Äitien puheesta löytyi kaksi luottamuksen syvenemiseen liittyvää tasoa: 1) Kasvattajien toiminnan ennustettavuus (‘ennustettavuus’, emt.) sekä 2) Kohti varmuutta: kasvattajien henkilökohtaisten ominaisuuksien arvostus ja suhteiden syveneminen lapseen ja äitiin (‘varmuus’, emt.). Rempelin ja kollegoiden (1985) mallin mukaista ‘uskon’ tasoa ei haastattelupuheesta tunnistettu

The quality of an expert teacher’s and a student teacher’s pedagogical interactions in early childhood education and care examined through the CLASS lens

High-quality interactions between teachers and children in early childhood education and care (ECEC) are at the heart of supporting children’s development, well-being, and learning. The aim of the study was to examine the quality of an experienced ECEC teacher’s and an ECEC student teacher’s teacher–child interactions using the Classroom Assessment Scoring System (CLASS). Furthermore, the study explored the participants’ reflections on their pedagogical interactions and the extent to which they aligned with the CLASS framework. The data consisted of video recordings, written observation notes, and stimulated recall interview (SRI) transcripts. The videos were rated according to the CLASS manual, and the data were analysed using qualitative thematic analysis. The results suggested that participants’ teacher–child interactions were of relatively high quality, although instructional support was an area for development. However, the interactions of the student teacher varied across observation cycles. In the SRIs, both participants emphasised the importance of emotional support and supporting children’s language skills. Differences arose in the participants’ positioning toward teacher identity: the ECEC teacher as expert and the student teacher as developing a professional identity. The results provide novel qualitative insights into teacher–child interactions and using CLASS tool in combination to teachers’ self-reflections regarding their interactions with the children.High-quality interactions between teachers and children in early childhood education and care (ECEC) are at the heart of supporting children’s development, well-being, and learning. The aim of the study was to examine the quality of an experienced ECEC teacher’s and an ECEC student teacher’s teacher–child interactions using the Classroom Assessment Scoring System (CLASS). Furthermore, the study explored the participants’ reflections on their pedagogical interactions and the extent to which they aligned with the CLASS framework. The data consisted of video recordings, written observation notes, and stimulated recall interview (SRI) transcripts. The videos were rated according to the CLASS manual, and the data were analysed using qualitative thematic analysis. The results suggested that participants’ teacher–child interactions were of relatively high quality, although instructional support was an area for development. However, the interactions of the student teacher varied across observation cycles. In the SRIs, both participants emphasised the importance of emotional support and supporting children’s language skills. Differences arose in the participants’ positioning toward teacher identity: the ECEC teacher as expert and the student teacher as developing a professional identity. The results provide novel qualitative insights into teacher–child interactions and using CLASS tool in combination to teachers’ self-reflections regarding their interactions with the children

Relational approach to infant–teacher lap interactions during the transition from home to early childhood education and care

The transition from home care to early childhood education and care (ECEC) is a period of intense change and development in young children's socio-spatial worlds. This article focuses on infant–teacher lap interactions during this transition period. This investigation applies a relational approach to the study of infant–teacher lap interactions. In doing so, it highlights the inherently social and contextual nature of interaction. From a relational perspective, actors, context, and situation are seen as constitutive of each other, and their interrelationality is considered central to the emergence of interactions. The data, regarding infants' first months attending ECEC in Finland, is composed of teachers’ interviews and participant observations in the form of videos and field notes. The results illustrate infant–teacher lap interactions as constructed in the interplay among actors, context, and situation. This research advances an understanding of transitions as relational processes that develop through time and are constructed within a network of temporal, agentic, contextual, and situational aspects.The transition from home care to early childhood education and care (ECEC) is a period of intense change and development in young children's socio-spatial worlds. This article focuses on infant–teacher lap interactions during this transition period. This investigation applies a relational approach to the study of infant–teacher lap interactions. In doing so, it highlights the inherently social and contextual nature of interaction. From a relational perspective, actors, context, and situation are seen as constitutive of each other, and their interrelationality is considered central to the emergence of interactions. The data, regarding infants' first months attending ECEC in Finland, is composed of teachers’ interviews and participant observations in the form of videos and field notes. The results illustrate infant–teacher lap interactions as constructed in the interplay among actors, context, and situation. This research advances an understanding of transitions as relational processes that develop through time and are constructed within a network of temporal, agentic, contextual, and situational aspects

Siirtymäresurssit varhaiskasvatuksen siirtymätilan suhteissa ja muutoksissa

Artikkeli tarkastelee yhden lapsen siirtymäresursseja varhaiskasvatuspolun erilaisissa siirtymissä. Etnografinen, pitkittäisasetelmaan perustuva tutkimusaineisto muodostuu yhden lapsen varhaiskasvatuspolun ensimmäisistä päivistä aina esiopetuksen alkuun. Artikkeli vastaa kysymykseen siitä, millaisia resursseja lapsi hyödyntää siirtymätilassa sekä millaisia muutoksia resurssien hyödyntämisessä tapahtuu siirtymien aikana? Siirtymiä tarkastellaan siirtymätiloina, jotka rakentuvat sekä tilanteisesti että relationaalisesti, eli suhteessa ympäristöön ja muihin toimijoihin. Lisäksi artikkelissa käytetään siirtymäresurssin käsitettä, joka viittaa tilannekohtaisiin tietoihin, taitoihin ja materiaalisiin esineisiin, joiden avulla lapsi osallistuu siirtymätilan rakentamiseen. Tulokset osoittavat siirtymätilan rakentuvan kulttuurisista, sosiaalisista, ruumiillisista sekä materiaalisista siirtymäresursseista. Ne tukivat lapsen aktiivista osallistumista ja toimintaa siirtymätilassa. Tulokset kuvaavat myös siirtymien välisiä muutoksia siirtymäresurssien kautta. Artikkelin lopussa pohditaan, miten tietoa siirtymäresursseista voidaan hyödyntää suunniteltaessa varhaiskasvatuksen siirtymäkäytäntöjä, jotka tarjoavat lapselle mahdollisuuden resurssien hyödyntämiseen

Eksperttiopettajan kielikasvatuksen käyttöteoria monikielisten lasten varhaiskasvatuksessa

In this case study we examine the practical theory of an expert teacher implementing bilingual pedagogy (Finnish-Swedish) in early childhood education with multilingual children. Practical theory refers to the pedagogical vision that guides a teacher’s actions and the focus of this study is the expert teacher’s practical theory regarding the use of different languages. The two research questions address the key aspects of the teacher’s practical theory and how these aspects related to the different languages. The dataset from two interviews with the expert teacher were thematically analyzed. The findings show that the teacher’s practical theory is constructed from a core value (equality of languages) and various aims and principles (e.g., mutual learning, supporting language-identities and pedagogical tact) that were closely intertwined. The findings suggest that in the expert teacher’s use of Finnish and Swedish the intent was to expand the children’s language resources whereas in the use of the children’s home language the purpose was to acknowledge and utilize their languages while creating language appreciation.Tässä tapaustutkimuksessa tarkastelemme, millainen käyttöteoria kaksikielistä pedagogiikkaa (suomi-ruotsi) varhaiskasvatuksessa toteuttavalla eksperttiopettajalla on eri kielten käytöstä monikielisten lasten kanssa toimiessa. Käyttöteorialla tarkoitetaan tässä pedagogista näkemystä, joka ohjaa opettajan toimintaa. Käyttöteoriaa eri kielten käytöstä lähestyttiin kahden tutkimuskysymyksen kautta, joissa tarkasteltiin kielikasvatuksen käyttöteorian keskeisiä osa-alueita ja niiden ilmenemistä eri kielissä. Aineistona oli yhden eksperttiopettajan kaksi haastattelua, jotka analysoitiin laadullisella temaattisella analyysillä. Tulokset osoittavat, että opettajan kielikasvatuksen käyttöteoriassa korostui yksi arvo (kielten yhtäläinen arvo) sekä useat tavoitteet ja periaatteet (esim. vastavuoroinen oppiminen, kieli-identiteetin tukeminen ja pedagoginen tahdikkuus), jotka olivat tiiviisti yhteydessä toisiinsa. Tulosten perusteella suomen ja ruotsin käytössä opettajan pyrkimyksenä oli kasvattaa monikielisten lasten kielellisiä resursseja. Lasten kotikielten käytöllä opettaja puolestaan tähtäsi ensisijaisesti lasten olemassa olevien kieliresurssien huomiointiin, hyödyntämiseen ja arvostukseen