47 research outputs found
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 procĂ©dent-ils? Larticle sappuie sur une Ă©tude de cas portant sur les interactions entre enfants de deux ans. Pour cette Ă©tude, des enregistrements-vidĂ©os ont Ă©tĂ© effectuĂ©s 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 sĂ©ances ont Ă©tĂ© choisies pour lanalyse qualitative. Au cours de la premiĂ©re sĂ©ance, les enfants ont produit une contre-culture aux tentatives de lenseignante pour structurer la situation. Les gestes, postures et verbalisations des enfants ont Ă©mergĂ© de leurs premiĂ©res conduites effectuĂ©es au hasard. La signification et les fonctions de ces postures, mouvements et sons se sont transformĂ©s au cours de leurs actions. Certains mouvements et verbalisations ont Ă©tĂ© rĂ©-Ă©tablis et Ă©laborĂ©s plus avant, au cours des sĂ©ances suivantes. Les contraintes de laction ont Ă©tĂ© constamment nĂ©gociĂ©es, 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 Ă lextĂ©rieur du dĂ©roulement des actions mais a gagnĂ© quelque chose de concret dans lici et maintenant des situations. Les attentes et intentions des adultes furent matĂ©rialisĂ©es dans les initiatives et les amĂ©nagements de la situation, et ont canalisĂ© les possibilitĂ©s des enfants pour laction. A partir de lĂ , les enfants ont co-construit des mouvements et significations nouveaux, en dehors des attentes des adultes.De que maneira a cultura Ă© coconstruĂda no nĂvel micro das interaçÔes diĂĄrias em uma creche? O que Ă© a cultura que estĂĄ sendo construĂda, quem sĂŁo 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, gravaçÔes em vĂdeo foram feitas duas vezes por mĂȘs durante um perĂodo de sete meses em uma creche na FinlĂąndia. Nas sessĂ”es de gravação, as crianças recebiam alguns objetos para brincar. Quatro sessĂ”es foram selecionadas para a anĂĄlise qualitativa. Durante a primeira sessĂŁo, as crianças produziram uma contracultura Ă s tentativas da professora de estruturar a situação. Gestos, posturas e verbalizaçÔes entre as crianças surgiram de movimentos inicialmente aleatĂłrios. O significado e as funçÔes dessas posturas, movimentos e sons mudaram durante o andamento das açÔes. Alguns dos movimentos e verbalizaçÔes foram restabelecidos e mais elaborados nas sessĂ”es de gravação seguintes. As circunscriçÔes para as açÔes foram constantemente negociadas verbalmente e nĂŁo verbalmente entre as crianças e os adultos. A cultura institucional mais ampla da educação infantil nĂŁo constituĂa uma estrutura passiva externa ao andamento das açÔes, mas ganhava concretude nas situaçÔes do aqui-e-agora. As expectativas e intençÔes dos adultos materializavam-se nas iniciaçÔes e nos ajustes do ambiente e canalizavam as possibilidades de ação das crianças. Baseando-se nisso, as crianças coconstruĂam 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.ÂżCĂłmo se co-construye la cultura en el nivel micro de la interacciĂłn cotidiana en un centro infantil? ÂżCuĂĄl 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 interacciĂłn 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 proporcionĂł a los niños objetos para jugar. Cuatro sesiones fueron seleccionadas para los anĂĄlisis. Durante la primera sesiĂłn, los niños produjeron una contra-cultura a los intentos de los maestros de estructurar la situaciĂłn. 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 aĂșn mĂĄs 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 educaciĂłn 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 iniciaciĂłn y en el ordenamiento del contexto y canalizaban las posibilidades de actuar de los niños. Desde esta base los niños co-construĂan nuevos movimientos y significados al margen de las esferas de expectativas de los adultos
Alle kolmivuotiaat paikkansa tuottajina paÌivaÌkodissa
âTilanâ ja âpaikanâ kĂ€sitteet ovat olleet nĂ€kyvĂ€sti esillĂ€ lapsuuden instituutioita koskevassa keskustelussa monitieteisen lapsuudentutkimuksen alueella. TĂ€ssĂ€ artikkelissa tarkastellaan varhaiskasvatusta tilan ja paikan kĂ€sitteitĂ€ soveltaen, lasten tuottaman tilan ja paikan nĂ€kökulmasta. Artikkelin empiirinen aineisto on tuotettu erÀÀssĂ€ pĂ€ivĂ€kodissa alle kolmivuotiaiden lasten ryhmĂ€ssĂ€ vuonna 2010 havainnoiden ja videoiden ryhmĂ€n toimintaa. Artikkelissa tarkastellaan pienten lasten tuottamaa elettyĂ€ tilaa; miten alle kolmivuotiaat tuottavat omaa henkilökohtaista paikkaansa (eli elettyĂ€ tilaa) varhaiskasvatuksessa, lapsiryhmĂ€n arjessa? TĂ€mĂ€n laadullisen tapaustutkimuksen tulokset osoittavat, ettĂ€ jo pienet lapset rakentavat elettyĂ€, koettua tilaansa ja suhdettaan fyysiseen tilaan kehollisesti, nonverbaalisesti ja verbaalisesti vertaisten kanssa neuvotellen ja toistensa toimintaa intensiivisesti havainnoiden. Lapset neuvottelevat yhdessĂ€ tuotetuista fyysiseen tilaan liittyvistĂ€ merkityksistĂ€, asettavat rajoja sekĂ€ myös puolustavat fyysistĂ€ ja symbolista toiminta-aluettaan.In multidisciplinary childhood studies, the concepts of âspaceâ and âplaceâ 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 othersâ 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 JyvÀskylÀ. 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 kysymyksiÀ 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 childrenâs participation and childrenâs âvoiceâ 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.TĂ€mĂ€ metodologinen artikkeli keskittyy alle kouluikĂ€isten lasten yksilöhaastattelun prosessiin ja kulkuun. Artikkelimme osallistuu erityisesti monitieteisen lapsuudentutkimuksen alueella kĂ€ytyyn keskusteluun lasten osallisuudesta ja âÀÀnen kuulemisestaâ tutkimusprosesseissa. Pohdimme kerronnallisen haastattelun soveltuvuutta lasten nĂ€kökulman esille tuomisessa. Paneudumme artikkelissamme tarkastelemaan haastattelun rakentumista: miten se alkaa, mitĂ€ sen aikana tapahtuu sekĂ€ milloin ja miten haastattelu loppuu. Tarkastelumme pohjautuu Roosin vĂ€itöstutkimuksessa toteuttamiin haastatteluihin, joissa lapset kertoivat pĂ€ivĂ€kotiarjestaan. Tarkastelemme nĂ€itĂ€ haastatteluja erityisesti tutkijan ja tutkittavan vuorovaikutuksessa rakentaman prosessin nĂ€kökulmasta sen sijaan, ettĂ€ analysoisimme haastatteluissa tuotettuja sisĂ€llöllisiĂ€ teemoja. Otamme tarkasteluun erityisiĂ€ tilanteita, joissa on tapahtunut jotakin, joka suuntaa haastattelun kulkua uudella tavalla. Peilaamme huomioitamme myös aikaisempaan kirjallisuuteen ja laajennamme tarkastelua siten yhtĂ€ haastattelututkimusta laajemmaksi kuvaukseksi lasten haastattelututkimuksen haasteista, eduista ja mahdollisista karikoista. TĂ€ssĂ€ artikkelissa pÀÀdymme siihen, ettĂ€ lasten haastattelussa erilaisten vaiheiden erottaminen ei ole suoraviivaista, vaan tutustumisen ja tunnustelun prosessi jatkuu lĂ€pi haastattelun. Muuntuvuus ja hetkittĂ€isyys ovat lasten haastatteluille luonteenomaisia, joten niihin valmistauduttaessa tarkkojen ennakkosuunnitelmien sijaan avoimuus ja vĂ€ljyys ovat perustellumpia valintoja
Ăitien luottamuksen rakentuminen kasvattajiin varhaiskasvatuksen aloituksessa
Educational partnership between parents and teachers in early childhood education and care (ECEC) is closely connected to childrenâs 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 mothersâ perspectives. We will analyse from mothers talk how their trust to educators in ECEC institution builds while they are talking about their childâs first months in ECEC. The theoretical framework for the analysis is based on Rempelâs, Holmesâ and Zannanâs (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 mothersâ 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 mothersâ talk included two dimensions linked to the development of trust: 1) predictability linked to teacherâs behaviour (âpredictablityâ, ibid.) and 2) towards dependability: valuing of personal characteristics of the teachers, and closer personal relationships to child and mother (âdependabilityâ, ibid.). The dimension of âfaithâ, 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 vĂ€lille. TĂ€ssĂ€ artikkelissa kiinnostus kohdistuu luottamuksen rakentumisen prosessiin Ă€itien nĂ€kökulmasta. Tarkastelemme miten luottamus kasvattajiin varhaiskasvatuksen instituutiossa rakentuu Ă€itien puheessa heidĂ€n pohtiessaan lapsensa ensi kuukausia varhaiskasvatuksessa. Teoriasidonnaisen sisĂ€llönanalyysin tuella tutkimme, onko puheesta löydettĂ€vissĂ€ Rempelin, Holmesin ja Zannanin (1985) kuvaamia luottamuksen rakentumisen tasoja. Aineistona ovat viiden noin 1,5-vuotiaan lapsen Ă€idin haastattelut. Haastattelujen ajankohtana lapset olivat olleet noin neljĂ€ kuukautta pĂ€ivĂ€kodissa, ja haastatteluissa esitettiin Ă€ideille myös videomateriaalia pĂ€ivĂ€kodista. Ăitien puheesta löytyi kaksi luottamuksen syvenemiseen liittyvÀÀ tasoa: 1) Kasvattajien toiminnan ennustettavuus (âennustettavuusâ, emt.) sekĂ€ 2) Kohti varmuutta: kasvattajien henkilökohtaisten ominaisuuksien arvostus ja suhteiden syveneminen lapseen ja Ă€itiin (âvarmuusâ, emt.). Rempelin ja kollegoiden (1985) mallin mukaista âuskonâ tasoa ei haastattelupuheesta tunnistettu
The quality of an expert teacherâs and a student teacherâs 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 childrenâs development, well-being, and learning. The aim of the study was to examine the quality of an experienced ECEC teacherâs and an ECEC student teacherâs teacherâchild interactions using the Classroom Assessment Scoring System (CLASS). Furthermore, the study explored the participantsâ 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 participantsâ teacherâchild 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 childrenâs language skills. Differences arose in the participantsâ 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 teacherâchild interactions and using CLASS tool in combination to teachersâ 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 childrenâs development, well-being, and learning. The aim of the study was to examine the quality of an experienced ECEC teacherâs and an ECEC student teacherâs teacherâchild interactions using the Classroom Assessment Scoring System (CLASS). Furthermore, the study explored the participantsâ 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 participantsâ teacherâchild 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 childrenâs language skills. Differences arose in the participantsâ 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 teacherâchild interactions and using CLASS tool in combination to teachersâ self-reflections regarding their interactions with the children
Relational approach to infantâteacher 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 infantâteacher lap interactions during this transition period. This investigation applies a relational approach to the study of infantâteacher 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 teachersâ interviews and participant observations in the form of videos and field notes. The results illustrate infantâteacher 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 infantâteacher lap interactions during this transition period. This investigation applies a relational approach to the study of infantâteacher 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 teachersâ interviews and participant observations in the form of videos and field notes. The results illustrate infantâteacher 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
SiirtymÀresurssit varhaiskasvatuksen siirtymÀtilan suhteissa ja muutoksissa
Artikkeli tarkastelee yhden lapsen siirtymÀresursseja varhaiskasvatuspolun erilaisissa siirtymissÀ. Etnografinen, pitkittÀisasetelmaan perustuva tutkimusaineisto muodostuu yhden lapsen varhaiskasvatuspolun ensimmÀisistÀ pÀivistÀ aina esiopetuksen alkuun. Artikkeli vastaa kysymykseen siitÀ, millaisia resursseja lapsi hyödyntÀÀ siirtymÀtilassa sekÀ millaisia muutoksia resurssien hyödyntÀmisessÀ tapahtuu siirtymien aikana? SiirtymiÀ tarkastellaan siirtymÀtiloina, jotka rakentuvat sekÀ tilanteisesti ettÀ relationaalisesti, eli suhteessa ympÀristöön ja muihin toimijoihin. LisÀksi artikkelissa kÀytetÀÀn siirtymÀresurssin kÀsitettÀ, joka viittaa tilannekohtaisiin tietoihin, taitoihin ja materiaalisiin esineisiin, joiden avulla lapsi osallistuu siirtymÀtilan rakentamiseen. Tulokset osoittavat siirtymÀtilan rakentuvan kulttuurisista, sosiaalisista, ruumiillisista sekÀ materiaalisista siirtymÀresursseista. Ne tukivat lapsen aktiivista osallistumista ja toimintaa siirtymÀtilassa. Tulokset kuvaavat myös siirtymien vÀlisiÀ muutoksia siirtymÀresurssien kautta. Artikkelin lopussa pohditaan, miten tietoa siirtymÀresursseista voidaan hyödyntÀÀ suunniteltaessa varhaiskasvatuksen siirtymÀkÀytÀntöjÀ, jotka tarjoavat lapselle mahdollisuuden resurssien hyödyntÀmiseen
Eksperttiopettajan kielikasvatuksen kÀyttöteoria 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 teacherâs actions and the focus of this study is the expert teacherâs practical theory regarding the use of different languages. The two research questions address the key aspects of the teacherâs 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 teacherâs 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 teacherâs use of Finnish and Swedish the intent was to expand the childrenâs language resources whereas in the use of the childrenâs home language the purpose was to acknowledge and utilize their languages while creating language appreciation.TĂ€ssĂ€ tapaustutkimuksessa tarkastelemme, millainen kĂ€yttöteoria kaksikielistĂ€ pedagogiikkaa (suomi-ruotsi) varhaiskasvatuksessa toteuttavalla eksperttiopettajalla on eri kielten kĂ€ytöstĂ€ monikielisten lasten kanssa toimiessa. KĂ€yttöteorialla tarkoitetaan tĂ€ssĂ€ pedagogista nĂ€kemystĂ€, joka ohjaa opettajan toimintaa. KĂ€yttöteoriaa eri kielten kĂ€ytöstĂ€ lĂ€hestyttiin kahden tutkimuskysymyksen kautta, joissa tarkasteltiin kielikasvatuksen kĂ€yttöteorian keskeisiĂ€ osa-alueita ja niiden ilmenemistĂ€ eri kielissĂ€. Aineistona oli yhden eksperttiopettajan kaksi haastattelua, jotka analysoitiin laadullisella temaattisella analyysillĂ€. Tulokset osoittavat, ettĂ€ opettajan kielikasvatuksen kĂ€yttöteoriassa korostui yksi arvo (kielten yhtĂ€lĂ€inen arvo) sekĂ€ useat tavoitteet ja periaatteet (esim. vastavuoroinen oppiminen, kieli-identiteetin tukeminen ja pedagoginen tahdikkuus), jotka olivat tiiviisti yhteydessĂ€ toisiinsa. Tulosten perusteella suomen ja ruotsin kĂ€ytössĂ€ opettajan pyrkimyksenĂ€ oli kasvattaa monikielisten lasten kielellisiĂ€ resursseja. Lasten kotikielten kĂ€ytöllĂ€ opettaja puolestaan tĂ€htĂ€si ensisijaisesti lasten olemassa olevien kieliresurssien huomiointiin, hyödyntĂ€miseen ja arvostukseen