A1 Journal article (refereed)
Pedagogy-related tensions in flexibly scheduled early childhood education and care (2020)


Peltoperä, K., Vehkakoski, T., Turja, L., & Laakso, M.-L. (2020). Pedagogy-related tensions in flexibly scheduled early childhood education and care. International Journal of Early Years Education, Early online. https://doi.org/10.1080/09669760.2020.1778449


JYU authors or editors


Publication details

All authors or editors: Peltoperä, Kaisu; Vehkakoski, Tanja; Turja, Leena; Laakso, Marja-Leena

Journal or series: International Journal of Early Years Education

ISSN: 0966-9760

eISSN: 1469-8463

Publication year: 2020

Volume: Early online

Publisher: Routledge

Publication country: United Kingdom

Publication language: English

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

Publication open access: Not 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.


Keywords: nonstandard hour child care; early childhood education and care; pedagogy; pedagogical planning; discourse analysis

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


Contributing organizations


Ministry reporting: No, publication in press

Preliminary JUFO rating: 1


Last updated on 2021-24-08 at 12:49