A1 Journal article (refereed)
Child–educator disagreements in Finnish early childhood education and care : young children’s possibilities for influence (2022)

Salonen, E., Koitto, E., Notko, M., Lahtinen, M., & Sevón, E. (2022). Child–educator disagreements in Finnish early childhood education and care : young children’s possibilities for influence. Early years: an international research journal, Early online. https://doi.org/10.1080/09575146.2022.2051167

JYU authors or editors

Koitto, Emma
Notko, Marianne
Lahtinen, Maria
Sevon, Eija

Publication details

All authors or editors: Salonen, Eija; Koitto, Emma; Notko, Marianne; Lahtinen, Maria; Sevón, Eija

Journal or series: Early years: an international research journal

ISSN: 0957-5146

eISSN: 1472-4421

Publication year: 2022

Publication date: 31/03/2022

Volume: Early online

Publisher: Informa UK Limited

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1080/09575146.2022.2051167

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/80469

Abstract

This study explores young children’s possibilities for influence in situations of child–educator disagreement in Finnish early childhood education and care (ECEC). Data were gathered from observations conducted in four ECEC groups of under three year-olds. A total of 112 child–educator disagreements were analysed qualitatively using reflexive thematic analysis. Children’s influence was rather limited in most disagreements, as these involved the established institutional order as manifested in the rules and norms of daily activities and educators’ control over children’s bodies and material resources. However, disagreements over social rules and the ongoing social situation often allowed children to negotiate and contribute to the outcomes. By identifying the difficulties young children may face in resisting the institutional order, the study highlights the importance of developing practices that enable discussion of the settled rules of ECEC and thus regard young children’s right to have their views heard and considered in matters affecting them.

Keywords: early childhood education and care; children (age groups); preschoolers (age group); adults; early childhood education and care teachers; day care centres; interaction; opinions; conversation; influence; participation; child development