Children’s active participation during meals in Early Childhood and Care Institutions

Glaser, Vibeke

doi:10.1177/0907568219828428

Cited by 5 publications

(5 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Not all the educators' practices, however, manifested a cultural reformulation of this kind; instead, some of them reproduced institutional order. This was most evident during the routines pertaining to night sleep or mealtimes which, in line with the ideas presented by Glaser (2019), tended to trigger a more adult-directed approach to ECEC.…”

Section: Discussionmentioning

confidence: 55%

“…In line with the United Nations Convention on the Rights of the Child (1989), the National Curriculum Guidelines on ECEC in Finland (Finnish National Board for Education, 2018) highlight the importance of listening to and taking into consideration children's initiatives and thereby contributing to their belonging. These aims challenge the traditional institutional culture, which is informed by rather fixed practices and hierarchical positions between children and educators (Glaser, 2019). Although common to all forms of ECEC, the aim of children's belonging is most likely to be realized in evening ECEC where it is underpinned by both the cultural assumptions concerning evening time and its unique social environment.…”

Section: A Child's Belonging In Ececmentioning

confidence: 99%

See 1 more Smart Citation

Evening early childhood education and care: Reformulating the institutional culture

Salonen

Sevón

Laakso

2020

Journal of Early Childhood Research

View full text Add to dashboard Cite

The article investigates the ongoing reformulation of the institutional culture of early childhood education and care (ECEC) in Finnish evening ECEC. Educators’ practices in implementing evening ECEC were explored and viewed through the lens of young children’s belonging. Data were collected by observing the evenings of eight children aged 20–36 months in two Finnish centers offering flexibly scheduled ECEC and analyzed using qualitative thematic analysis. Three main themes of educators’ practices were identified: (1) managing a unique and changing social group, (2) fostering homeliness, and (3) maintaining routines and institutional order. While these practices mostly contributed to child-responsive interactions supportive of young children’s belonging, in some of them individual children’s initiatives were not responded to, thereby challenging their belonging. Overall, educators’ practices in implementing evening ECEC manifested the orientation of the institutional culture of ECEC toward the present ideals regarding young children’s belonging.

show abstract

Section: Discussionmentioning

confidence: 55%

Section: A Child's Belonging In Ececmentioning

confidence: 99%

Evening early childhood education and care: Reformulating the institutional culture

Salonen

Sevón

Laakso

2020

Journal of Early Childhood Research

View full text Add to dashboard Cite

show abstract

“…Finally, studies on ECE teachers' beliefs about the strategies adopted to enhance children's participation have shown that these techniques include asking children questions, involving children in role play, listening to the child without criticism [12], recognising children's meaning-making abilities during participatory practices [31], displaying a positive response to children's ideas [12,13,18,32], encouraging and actively creating opportunities for dialogue and decision-making, and involving children in the co-design of activities and processes [13,15,16,18,20,23,31,32].…”

Section: The Content Of Beliefs About Children's Participation In Ecementioning

confidence: 99%

Pre-Service Teachers’ Beliefs about Children’s Participation and Possibilities for Their Transformation during Initial Teacher Education

Avgitidou,

Kampeza,

Karadimitriou

et al. 2024

Education Sciences

View full text Add to dashboard Cite

Pedagogy emphasises children’s participation in education as a child’s right and a prerequisite for learning and democratic education. However, studies show that participatory practices are not dominant in early childhood education (ECE). This calls for focused interventions during initial teacher education (ITE) to rectify this shortfall. This study examined pre-service teachers’ beliefs about children’s participation, exploring the effects of a targeted intervention during ITE in transforming pre-service teachers’ beliefs about a participatory paradigm in ECE. Pre-service teachers from three universities completed an open-ended questionnaire, both prior to and following the intervention, as well as a self-rating scale with open- and closed-ended questions post-intervention. The results displayed the variety of pre-service teachers’ beliefs, revealing the possibilities for their transformation after the intervention. The shifts observed in the pre-service teachers’ thinking after the intervention showed a shift in terms of the meaning of participation, their recognition of children’s abilities and rights, their ability to criticise the controlling role of the teacher, and their awareness of strategies to enhance co-decision-making processes in ECE. This study provides teacher educators with an understanding of the content of and ways to design interventions to foster participatory pedagogies in ECE during ITE.

show abstract

“…In terms of children's lived citizenship, several studies (e.g., Glaser, 2019;Salmon et al, 2018;Sierra-Cedillo et al, 2019) have examined intergenerational relationships in early childhood settings and indicated that adults (e.g., children's parents, kindergarten teachers) critically influence young children's citizenship, especially their practice as citizens. For example, the involvement of parents can facilitate a stronger connection between early childhood settings and families, encouraging children to develop their sense of identity and belonging (Salmon et al, 2018).…”

Section: Children's Lived Citizenship In Early Childhood Settingsmentioning

confidence: 99%

“…Recognising children's negotiated position as citizens could shed new light on the current effort of respecting or empowering young children in early childhood settings. A number of previous studies focus on the value of citizenship in early childhood education, and encourage children's participation from the adults' side (e.g., Glaser, 2019;Sierra-Cedillo et al, 2019). However, this is far not enough to see the dynamic power network and children's subjectivities in early childhood settings.…”

Section: Power Dynamics and Negotiated Citizenship In Early Childhood...mentioning

confidence: 99%

Discourses of children's citizenship in early childhood settings: A cross-national perspective in the global context

Xu¹

View full text Add to dashboard Cite

This study responds to recent calls for greater attention to young children in citizenship studies and to the shifting conceptions of young children’s citizenship. As a cross-national analysis, it contributes to a regional and global focus on, and conversations about, young children’s citizenship and pedagogical affordances in early childhood settings. It further explores the movement of global discourses of young children’s citizenship through national curriculum policies in China and Aotearoa New Zealand, and into early childhood settings where young children learn and exercise their citizenship. The research design has adopted a poststructural orientation and employed qualitative, comparative and ethnography-informed approaches. Michel Foucault’s notion of discourse, power and subject have been used as the main theoretical devices to attend to the multiple truths of children’s citizenship and power relations in early childhood settings. In addition, this research has been informed by Kuan-Hsing Chen’s (2010) Asia as Method: Toward Deimperialization, drawing attention to the cultural and historical specificity of each local context and different interpretations and practices of young children’s citizenship in China and Aotearoa New Zealand. A Foucauldian-inspired reflexive thematic analysis has been employed to interrogate (i) key curriculum documents and (ii) interviews with kindergarten teachers in both nations, the latter inspired by video-cued ethnography (Tobin et al., 1989; Tobin et al., 2009). The research findings suggest that children’s citizenship is discursively constructed in early childhood curricula as belonging and connectedness, rights and responsibilities, and development and preparation. Teacher participants in both nations pointed out that citizenship is of significant value for young children, and that kindergartens are key sites for children to enact their citizenship. Four significant ideas emerged from the research findings. First, by illuminating the cultural-historical contingency and contextual specificity of discourses in China and Aotearoa New Zealand, this study argues for a context-specific understanding of children’s citizenship that recognises the syncretism of social, cultural and historical features in different contexts. Second, children’s status and practices as citizens are problematic in both contexts, as multiple techniques of power produce child citizens as ‘docile bodies’. Third, this study offers an alternative position – negotiated citizenship – which recognises the dynamic power relations in early childhood settings, how children exercise power as citizens, and how they take up and extend the possibilities available to them. Last, this study reveals the necessity and meaningfulness of cross-cultural reflexivity in relation to early childhood education and young children’s citizenship.

show abstract

Children’s active participation during meals in Early Childhood and Care Institutions

Cited by 5 publications

References 15 publications

Evening early childhood education and care: Reformulating the institutional culture

Evening early childhood education and care: Reformulating the institutional culture

Pre-Service Teachers’ Beliefs about Children’s Participation and Possibilities for Their Transformation during Initial Teacher Education

Discourses of children's citizenship in early childhood settings: A cross-national perspective in the global context

Contact Info

Product

Resources

About