A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Dialogues of Joy : Shared Moments of Joy Between Teachers and Children in Early Childhood Education Settings (2019)
Karjalainen, S., Hanhimäki, E., & Puroila, A.-M. (2019). Dialogues of Joy : Shared Moments of Joy Between Teachers and Children in Early Childhood Education Settings. International Journal of Early Childhood, 51(2), 129-143. https://doi.org/10.1007/s13158-019-00244-5
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Karjalainen, Satu; Hanhimäki, Eija; Puroila, Anna-Maija
Lehti tai sarja: International Journal of Early Childhood
ISSN: 0020-7187
Julkaisuvuosi: 2019
Volyymi: 51
Lehden numero: 2
Artikkelin sivunumerot: 129-143
Kustantaja: Springer
Julkaisumaa: Alankomaat
Julkaisun kieli: englanti
DOI: https://doi.org/10.1007/s13158-019-00244-5
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/65772
Tiivistelmä
The study focuses on teachers’ and children’s shared moments of joy in early childhood education settings and contributes new knowledge in educational research by exploring joy as a relational rather than an individual phenomenon. The theoretical and methodological framework draws on a narrative approach and Martin Buber’s dialogical philosophy. Data were gathered through video observations and diary notes in open ECE groups in Finland, with children from 2 to 6 years. The scenes of everyday life in ECE appeared to radiate an overall positive atmosphere. However, the relationship between shared joy and dialogue was multifaceted. On one hand, joyful moments between teachers and children provided opportunities for dialogical encounters. On the other hand, there were variations in how children could participate in joyful moments. The study challenges educators to reflect on the significance of joy in pedagogical practices. The study revealed that dialogical, joyful encounters do not occur due to purposeful planning. Instead, they require that teachers value the daily, bursting-forth moments as important spaces to create reciprocal, respectful relationships with children.
YSO-asiasanat: varhaiskasvatus; opettaja-oppilassuhde; dialogi; ilo; narratiivinen tutkimus
Vapaat asiasanat: Buber, Martin
Liittyvät organisaatiot
OKM-raportointi: Kyllä
Raportointivuosi: 2019
JUFO-taso: 1
