The Making of the Ordinary Child in Preschool

Autor/inn/en	Alasuutari, Maarit; Markstrom, Ann-Marie
Titel	The Making of the Ordinary Child in Preschool
Quelle	In: Scandinavian Journal of Educational Research, 55 (2011) 5, S.517-535 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2011.555919
Schlagwörter	Parent Teacher Conferences; Parent School Relationship; Preschool Children; Foreign Countries; Evaluation Methods; Student Evaluation; Constructivism (Learning); Social Influences; Social Development; Gender Issues; Classroom Techniques; Teacher Student Relationship; Peer Relationship; Student Adjustment; Play; Finland; Sweden + Suchen Sie Ihr Suchwort? Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Schulnote; Studentische Bewertung; Sozialer Einfluss; Soziale Entwicklung; Geschlechterfrage; Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Spiel; Finnland; Schweden
Abstract	The article examines parent-teacher conferences in Finnish and Swedish preschools. Previous research has shown that the conferences are mostly about the evaluation of the child. Based on qualitative data, the article studies how this evaluation is done. It asks how the institutional order regarding children is constructed in parent-teacher conferences and what the ordinary child is like that this order presumes. The theoretical framework is adopted from social constructionist research on childhood and institutions. The analysis applies a discourse analytic framework. The results suggest that being and becoming social is the key expectation for a child in Finnish and Swedish preschools; formal education and learning are not often mentioned. In addition, the results show that generational and gendered assumptions are important elements in the institutional order of preschool. (Contains 1 table and 1 footnote.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10