A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Pedagogy-related tensions in flexibly scheduled early childhood education and care (2023)


Peltoperä, K., Vehkakoski, T., Turja, L., & Laakso, M.-L. (2023). Pedagogy-related tensions in flexibly scheduled early childhood education and care. International Journal of Early Years Education, 31(3), 645-660. https://doi.org/10.1080/09669760.2020.1778449


JYU-tekijät tai -toimittajat


Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Peltoperä, Kaisu; Vehkakoski, Tanja; Turja, Leena; Laakso, Marja-Leena

Lehti tai sarja: International Journal of Early Years Education

ISSN: 0966-9760

eISSN: 1469-8463

Julkaisuvuosi: 2023

Ilmestymispäivä: 12.06.2020

Volyymi: 31

Lehden numero: 3

Artikkelin sivunumerot: 645-660

Kustantaja: Routledge

Julkaisumaa: Britannia

Julkaisun kieli: englanti

DOI: https://doi.org/10.1080/09669760.2020.1778449

Julkaisun avoin saatavuus: Ei avoin

Julkaisukanavan avoin saatavuus: 

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/77475


Tiivistelmä

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.


YSO-asiasanat: vuorohoito; varhaiskasvatus; pedagogiikka; pedagoginen suunnittelu; diskurssianalyysi

Vapaat asiasanat: flexibly scheduled early childhood education and care; day and night care; pedagogy; discourse analysis; 24/7 economy


Liittyvät organisaatiot

JYU-yksiköt:


OKM-raportointi: Kyllä

Raportointivuosi: 2023

Alustava JUFO-taso: 1


Viimeisin päivitys 2024-22-04 klo 13:34