Perceiving change in role play

Reunamo, Jyrki; Lee, Hui-Chun; Wu, Rosalind; Wang, Lichen; Mau, Wann-Yi; Lin, Chao-Jung

doi:10.1080/1350293x.2013.789193

Cited by 19 publications

(12 citation statements)

References 17 publications

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“…It is interesting that role playing clearly belongs to this summary variable. In role playing, the formation of social roles is essential (Reunamo et al, 2013). The social summary variable makes sense in the extended Palmerís model.…”

Section: Resultsmentioning

confidence: 99%

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Education for sustainable development in early childhood education in Finland

Reunamo¹,

Suomela²

2013

Journal of Teacher Education for Sustainability

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In the Finnish early childhood education and care (ECEC) curriculum, there is no specific content for education for sustainable development (ESD). Thus, it is not possible to get direct guidelines on how to conduct ESD in ECEC from the curriculum. We seek to look at the preferences of Finnish early childhood educators through the model of extended environmental education. Behind this model is Palmer's tree model and an emphasis on empirical, social and ethical components of ECEC. The research method employed a survey. Altogether 924 teams in Southern Finland evaluated their learning environments. By using a factor and reliability analysis, we extracted three factors relevant to the extended Palmer's model. The teachers primarily emphasised the understanding (learning) aspects of ECEC. The second most important aspect comprised the social aspects of education. The third most important aspect included the ethical and participant aspects of ECEC. Potential implications and indications to the practice of ESD are discussed

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Section: Resultsmentioning

confidence: 99%

“…The Likert-scale had five degrees: 1 (does not describe), 2 (describes poorly), 3 (describes somewhat), 4 (describes quite well) and 5 (describes very well). The survey is based on a learning environment comparison between Finland and Taiwan (Reunamo, Lee, Wu, Wang, Mou, & Lin, 2013).…”

Section: Quality Evaluationmentioning

confidence: 99%

Education for sustainable development in early childhood education in Finland

Reunamo¹,

Suomela²

2013

Journal of Teacher Education for Sustainability

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“…A role includes a purpose or a function that motivates the activity forward. In role or imaginary play, there is an actor who has an intention to do something (Reunamo et al, 2013). Uncertain children perhaps do not have that kind of inner drive in their strategies.…”

Section: Discussionmentioning

confidence: 99%

“…This may prevent the conflicts from turning into bullying over time. Processing negative interaction with peers is an important developmental task that improves children's social skills and relationships (Reunamo et al, 2013). In addition that these skills might prevent bullying and victimisation, it might have wider positive implications to whole peer group.…”

Section: Introductionmentioning

confidence: 99%

Children's strategies in addressing bullying situations in day care and preschool

Reunamo

Kalliomaa

Repo

et al. 2014

Early Child Development and Care

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Bullying is a common phenomenon in early childhood education. It is also difficult to erase from the classroom activities and it may have long-lasting effects on children. In this article, bullying is studied from the perspective of the victims. Three-to seven-year-old children answered the question 'another child comes to tease you, what do you do?'. Children's strategies were classified as accommodative, participative, dominant, withdrawn or uncertain [Reunamo, J. T. (2007). Adaptation and agency in early childhood education. European Early Childhood Education Research Journal, 15(3), 365-377]. The classified interview data were inserted to the observation data of children's activities. The participatory strategies for tackling bullying increased with age. The different strategies described in the interview were connected with children's observed action. These tendencies resulting in different kinds of learning are discussed. Both the victims and the bully should get practice with a rich variety of strategies for participation to find more positive strategies for interaction.

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“…The LE evaluation is an enhancement of the LE evaluation used in the first phase of the project (cf. Reunamo et al, 2013), in which there was one question about documentation. We wanted to look at documentation from different perspectives and included three questions in the 2015 LE about PD.…”

Section: Le Evaluationmentioning

confidence: 99%

Pedagogical documentation and its relation to everyday activities in early years

Rintakorpi

Reunamo

2016

Early Child Development and Care

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Documentation in early childhood education and care (ECEC) institutions has been developed for decades in various contexts. Today, documentation is preferred as an inclusive method of evaluating, planning, and developing ECEC in the curricula of many countries. Qualitative research on documentation has increased in past years, but quantitative research on the connections between documentation and ECEC practice has remained behind. We will present a study in which a total of 2889 children, 194 kindergartens and preschools, and 179 teams of ECEC educators in 13 municipalities in Finland participated. On the basis of our quantitative analysis, we argue that documentation is inherently connected with child-centred and carefully planned ECEC practices and the children's participation, well-being, and ability to learn. One of our main findings is that documentation is not yet fully exploited in the Finnish ECEC. As a result, we encourage ECEC officers and educators to develop documentation further. ARTICLE HISTORY

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Perceiving change in role play

Cited by 19 publications

References 17 publications

Education for sustainable development in early childhood education in Finland

Education for sustainable development in early childhood education in Finland

Children's strategies in addressing bullying situations in day care and preschool

Pedagogical documentation and its relation to everyday activities in early years

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