Socio-Spatial Practices in a Finnish Daycare Group for One- to Three-Year-Olds

Autor/in	Rutanen, Niina
Titel	Socio-Spatial Practices in a Finnish Daycare Group for One- to Three-Year-Olds
Quelle	In: Early Years: An International Journal of Research and Development, 32 (2012) 2, S.201-214 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2011.632364
Schlagwörter	Foreign Countries; Child Caregivers; Preschool Children; Child Care Centers; Video Technology; Early Childhood Education; Developmental Tasks; Case Studies; Qualitative Research; Ethnography; Meetings; Audiovisual Aids; Age Differences; Child Development; Classroom Environment; Educational Practices; Scheduling; Educational Policy; Semi Structured Interviews; Observation; Interior Space; Classroom Design; Classroom Research; Preschool Teachers; Finland + Suchen Sie Ihr Suchwort? Ausland; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Pre-school age; Preschool age; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Child care facilities; Child care services; Kinderzentrum; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Entwicklungsaufgabe; Case study; Fallstudie; Case Study; Qualitative Forschung; Ethnografie; Meeting; Tagung; Audiovisuelles Medium; Age; Difference; Age difference; Altersunterschied; Kindesentwicklung; Klassenklima; Unterrichtsklima; Bildungspraxis; Disposition; Politics of education; Bildungspolitik; Beobachtung; Innenraum; Klassenraumgestaltung; Erzieher; Erzieherin; Kindergärtnerin; Finnland
Abstract	This qualitative case study approaches early childhood education and care practices from a socio-spatial point of view. One Finnish daycare group for one- to three-year-olds participated in the study. The ethnographic observations from the practices are analyzed together with the ECE practitioners' audio-recorded team meetings and video-elicited interviews. The analysis focuses first on the practitioners' role in structuring the physical and symbolic space, then on how age is used as a category to construct divergences in spatio-temporal practices. The practitioners constrained children's use of the physical space and directed children's attention and interests with different emphases on "activities with predefined objective and location", "transitions" and "activities with flexible objectives and locations". Age was used to justify differentiated spatio-temporal practices. Practitioners supported children in their developmental tasks to enhance adaptation to the institutional order and routines. (Contains 1 figure and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10