Children creating spaces of care in diverse early childhood centre built environments

Pairman, Ann; Dalli, Carmen

doi:10.4324/9781315686752-8

Cited by 4 publications

(7 citation statements)

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“…However, institutional spaces, such as ECEC settings, precede and extend beyond actors, through the goals and practices inherent to the institution (Löw, 2016;Massey, 2005). In this way, the ECEC space is constantly under (re)production by its actors' practices and interactions (Pairman & Dalli, 2017;Raittila & Vuorisalo, 2021;Rutanen, 2012;Vuorisalo et al, 2015;Ylikörkkö et al, 2023), which both draw on the space and (re)produce it simultaneously (Massey, 2005). Therefore, during transitions, children's and teachers' practices are constructed by the transition space, and co-construct it at the same time (Lucas Revilla et al, 2022).…”

Section: The Ecec Transition Spacementioning

confidence: 99%

Children Under Two As Co-constructors of Their Transition From Home Care to Early Childhood Education and Care

Lucas Revilla,

Rutanen,

Sevón

et al. 2024

Barn

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Only by observing and listening to children can we learn about their unique ways of understanding the world. This study explored the ways in which children under the age of two contributed to co-constructing their own transition process to an early childhood education and care (ECEC) setting and how their contributions were constructed by the space. Video-recorded arrivals of four children under two during their first months in ECEC were scrutinized following the principles of interaction analysis, supported by socio-spatial theory. The recordings were made on seven observation days over seven months. The results show that young children contribute to co-constructing their transition arrivals by creatively drawing on the opportunities available in the ECEC space during the transition period and by creating new ones. The results also illuminate how the space mediates children’s contributions.

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Section: The Ecec Transition Spacementioning

confidence: 99%

Children Under Two As Co-constructors of Their Transition From Home Care to Early Childhood Education and Care

Lucas Revilla,

Rutanen,

Sevón

et al. 2024

Barn

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“…The curriculum states that children need to develop "a sense of responsibility for the living world and knowledge about how to care for it" [41] (p. 47). A local study highlights the benefits of adjusting the ECEC environment to provide care spaces for children to exercise their agency in self-care [49]. Te Whāriki provides group-specific examples of practices for infants, toddlers and young children.…”

Section: New Zealandmentioning

confidence: 99%

Care and Social Sustainability in Early Childhood Education: Transnational Perspectives

et al. 2022

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This article explores how the notion of care is conceptualised and described in early childhood education policies across countries in the majority (Ethiopia, Kenya and Zambia) and minority (New Zealand and Sweden) world. A central focus is the relationship and balance between care and education. The authors examined whether there are trends and tendencies to strengthen or weaken the care/education component at the expense of the other. Grounded in local and national knowledge, the authors employed a cross-national collaborative inquiry approach and interrogated the notion of care while extrapolating its implications for the endeavour to design socially sustainable early childhood education. The results revealed that care has remained ingrained within policies in the minority world, while there is a tendency to view it as separate from education in the majority world. Although quantitative goals for early childhood education and care still dominate the majority world, the importance of care and sustainable development are present in all policy documents across the five nations. The authors concluded that strengthening these promising policy endeavours paves the way towards effective educare approaches, which lay the foundation for social sustainability in early childhood education.

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“…More accepted, perhaps, is that education professionals are brokers of care (Bosworth, 1995) and that care can help to secure students' connections to education and school (Pulsford, 2014;Hughes, 2017). Whilst early years settings (Brownhill, 2016;Grahn, 2016;Warin, 2016;Warin & Wernersson, 2016;Pairman & Dalli, 2017) and primary schools have been seen to have 'a culture of care' (Vogt, 2002, p. 252; see also Hansen & Mulholland, 2005;Pulsford, 2014), research exploring caring in secondary schools identifies a more complex landscape (see Bosworth, 1995;Alder, 2002;Barber, 2002). Caring in schools consists of a broad range of often informal and invisibilised activities, behaviours, concerns, attitudes, skills and relationships (Bosworth, 1995;Vogt, 2002).…”

Section: Fixed-term Exclusions From School Internal Exclusion and Sementioning

confidence: 99%

“…Everyday practices in space can rewrite and reconfigure meanings and popular ideas about those spaces, and may contest and resist more formal attempts by powerful authorities to control space (Shields, 1999;Lefebvre, 2013). Lefebvre's work has been used to explore a diverse range of education spaces, for example early education centres (Pairman & Dalli, 2017), dispersed learning networks (Ferguson & Seddon, 2007), US middle school ESL students (Peng, 2009), UK secondary schools (Thomson et al, 2010) and student experiences of higher education (Alzeer, 2018). Here, Lefebvre's work is used to analyse experiences within a UK secondary school seclusion unit.…”

Section: Care Gender and Schoolsmentioning

confidence: 99%

“…Whilst these three elements of Lefebvre's triad may work together to produce space (as simultaneously conceived , perceived and lived ), an analysis cannot be reduced to one component of the trialectics—nor do the three perspectives always intersect collaboratively or productively (Middleton, ; Pairman & Dalli, ). Everyday practices in space can rewrite and reconfigure meanings and popular ideas about those spaces, and may contest and resist more formal attempts by powerful authorities to control space (Shields, ; Lefebvre, ).…”

Section: Introductionmentioning

confidence: 99%

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‘Who cares?’ Gender, care and secondary schooling: ‘Accidental findings’ from a seclusion unit

Barker

2019

British Educational Res J

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A breadth of research explores gendered professional identities, practices and spaces across a range of UK educational institutions. One focus has been on links between gender, care and education in early years settings and primary schools, although less attention has been given to caring within secondary schools. Drawing on qualitative research conducted in London within an in‐school seclusion unit, this article brings together a Lefebvrian conceptualisation of space with feminist theorisations of care to explore how the unit (conceived as a space of control, discipline and punishment) also became an unlikely space of care. In doing so, the article explores complex intersections between gender and care and how everyday caring practices in schools are inextricably linked to and embedded within broader institutional and spatial agendas and processes.

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Children creating spaces of care in diverse early childhood centre built environments

Cited by 4 publications

References 0 publications

Children Under Two As Co-constructors of Their Transition From Home Care to Early Childhood Education and Care

Children Under Two As Co-constructors of Their Transition From Home Care to Early Childhood Education and Care

Care and Social Sustainability in Early Childhood Education: Transnational Perspectives

‘Who cares?’ Gender, care and secondary schooling: ‘Accidental findings’ from a seclusion unit

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