Pedagogy-Related Tensions in Flexibly Scheduled Early Childhood Education and Care

Autor/inn/en	Peltoperä, Kaisu; Vehkakoski, Tanja; Turja, Leena; Laakso, Marja-Leena
Titel	Pedagogy-Related Tensions in Flexibly Scheduled Early Childhood Education and Care
Quelle	In: International Journal of Early Years Education, 31 (2023) 3, S.645-660 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peltoperä, Kaisu) ORCID (Vehkakoski, Tanja)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2020.1778449
Schlagwörter	Flexible Scheduling; Early Childhood Education; Teacher Attitudes; Caregiver Attitudes; Childrens Rights; Child Care; Teacher Background; Teacher Competencies; Teaching Methods; Employed Parents; Foreign Countries; Child Caregivers; Early Childhood Teachers; Finland + Suchen Sie Ihr Suchwort? Flexible working hours; Flexible Arbeitszeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerverhalten; 'Children''s rights'; Kindesrecht; Kinderfürsorge; Kinderbetreuung; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Caregiver; Caregivers; Carer; Child; Children; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Finnland
Abstract	In flexibly scheduled early childhood education and care (ECEC), the timing of care depends on parents' non-standard working hours. Multiple individual schedules and care times in a child group may cause irregularity in a child's daily structures, and a child may miss a standard hour's activities that are led by teachers with a pedagogical education. In this context, the significance and definition of pedagogy is vague and tensional. This study aimed at disclosing discursive tensions related to pedagogy in flexibly scheduled ECEC constructed in interviews by Finnish teachers and childcare nurses (n = 31). The analysis of the interview data followed the principles of discursive psychology. Consequently, three discursive tensions related to pedagogy were found: (1) children's right to learn vs. their need for care, (2) educators' educational background vs. personal strengths as a standpoint for pedagogical work and (3) pedagogy as standardised vs. meeting children's individual needs. As an implication, it appears problematic if we consider education and care as opposites. Instead, they should be viewed from a holistic pedagogical perspective, as each child has the right to high-quality pedagogy despite the timing of care. Moreover, children's individuality should be at the core of planning pedagogical activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01