A1 Journal article (refereed)
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 authors or editors


Publication details

All authors or editorsPeltoperä, Kaisu; Vehkakoski, Tanja; Turja, Leena; Laakso, Marja-Leena

Journal or seriesInternational Journal of Early Years Education

ISSN0966-9760

eISSN1469-8463

Publication year2023

Publication date12/06/2020

Volume31

Issue number3

Pages range645-660

PublisherRoutledge

Publication countryUnited Kingdom

Publication languageEnglish

DOIhttps://doi.org/10.1080/09669760.2020.1778449

Publication open accessNot open

Publication channel open access

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/77475


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.


Keywordsnonstandard hour child careearly childhood education and carepedagogypedagogical planningdiscourse analysis

Free keywordsflexibly scheduled early childhood education and care; day and night care; pedagogy; discourse analysis; 24/7 economy


Contributing organizations


Ministry reportingYes

Reporting Year2023

JUFO rating1


Last updated on 2024-15-05 at 12:58