What is so funny about children? Laughter in parent–practitioner interaction

Alasuutari, Maarit

doi:10.1080/09669760902982315

Cited by 15 publications

(19 citation statements)

References 16 publications

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“…By her generalised (and professional) statement about children, the practitioner closes the discussion on the topic and avoids addressing the contradictory implications of what the mother has said. The mother shows (seeming) alignment with the practitioner's statement in her minimal feedbacks (‘yeah’) and in her use of a smiley voice (see Alasuutari, ). At the same time, she conforms to, and co‐constructs, her asymmetrical relationship with the practitioner.…”

Section: Analysis Of the Three‐party Interaction In The Iep Discussionmentioning

confidence: 95%

Documenting Napping: The Agentic Force of Documents and Human Action

Alasuutari

2015

Children & Society

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The article examines the question of the agentic force of documents in institutional practices and proposes a conceptual model of the agentic relation between documentation and human actors. For this aim, it presents an empirical case study of Finnish early childhood education and care. The study deals with individual education plans (IEPs), which are an example of child documentation that aims at an individualised and participatory pedagogy. The analytical focus is on a single topic of an IEP, the child's afternoon naps, and how these are negotiated in the three‐party encounter between a parent, a practitioner and the IEP document. The theoretical framework draws on the theories of documentality and institutional ethnography, on the analytic of government, and on the idea of domestication. The analysis applies the approach of discursive constructionism. By analysing the negotiations related to napping, the study demonstrates not only aspects of the agentic force of the IEP document, but also human resistance of it.

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Section: Analysis Of the Three‐party Interaction In The Iep Discussionmentioning

confidence: 95%

Documenting Napping: The Agentic Force of Documents and Human Action

Alasuutari

2015

Children & Society

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“…Det finns en ambition i förskolan att föräldrarna skall vara involverade i detta samarbete, men som Alasuutari (2009) och Vallberg-Roth (2009 visat, så har de trots detta lite inflytande över den pedagogiska praktiken.…”

Section: Förskollärares Professionunclassified

“…Utvecklingssamtal i förskolan har tidigare främst studerats med fokus på relationen och gränserna mellan privat och offentligt, och där ansvaret för barnet i hemmet och förskolan förhandlas (Alasuutari, 2009;Alasuutari & Karila, 2010;Markström, 2009). Det vetenskapliga intresset har företrädesvis varit att studera hur parterna positioneras och positionerar sig i samtalen, men också om hur samtalet utgör en arena för att granska och examinera enskilda barn (Alasuutari, 2009;Alasuutari & Karila, 2010;Markström, 2008). Utvecklingssamtal kan förstås som ett verktyg för styrning och normalisering till ett idealt förskolebarn, men även i förhållande till föräldrar (Alasuutari & Karila, 2010;Markström, 2010Markström, , 2011bMarkström, , 2013Vallberg-Roth & Månsson, 2008).…”

Section: Utvecklingssamtal I Förskolanunclassified

Utvecklingssamtal som uppgift och verktyg i förskollärares professionssträvanden i interaktion med föräldrar

Simonsson¹,

Markström²

2013

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Collaboration and communication between teachers and parents have during the last decades become increasingly highlighted in the Swedish preschool context. The aim of this study is to study the parent-teacher conference in the Swedish preschool and, based on interviews with preschool teachers, generate knowledge about how they view and the importance they give the parent-teacher conference as a social practice in the preschool and as a part of their profession. The analyses of the interviews show that the parent-teacher conference is an important tool for the teachers in order to create a professional relationship with the parents and to give them support in their parental role. Furthermore, the results show that the parent-teacher conference is central for creating a complete picture of the child, and that it can be seen as an assessment practice for not only the child, the parents and the preschool as an institution but also for the preschool teachers themselves in their role as professionals.

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“…This can be interpreted as a way of expressing their confusion about their roles and the goal of the task. Furthermore, laughter is used as a strategy by which they can save face (compare Alasuutari 2009;Glenn 2003;Goffman 1967;Linell 1998) in a task that is both sensitive and inconvenient for the participants, that is, talking about and labelling their child. Laughter can also be interpreted as a way of constructing consensus and bonding with others (compare Linell 1998).…”

Section: The Cards As a Resource Or A Delicate Task For The Parentsmentioning

confidence: 99%

To Involve Parents in the Assessment of the Child in Parent–Teacher Conferences: A Case Study

Markström

2010

Early Childhood Educ J

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This article explores the face-to-face interactions between parents and teachers in parent-teacher conferences in the Swedish preschool. The article highlights how the preschool teacher introduces the conference by using a specific artifact, so-called ''strength cards'' with words relating to characteristic behaviour and qualities. The theoretical framework is adopted from research of institutional talk and discourse analysis. The empirical material consists of two cases included in a larger study of parent-teacher conferences. The analysis reveals that the talk not only focuses on the assessment of the individual child but also is directed at the cards, the procedure, and the importance of parents being active and involved in learning the procedure. In addition, the cards are used by the teacher as a tool that governs parents towards becoming 'good enough preschool parents' who are cooperative and able to categorise and label their own children, that is, follow the institutional discourse. The analysis also shows that parents take control in order to overcome institutional barriers to parents' involvement.

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What is so funny about children? Laughter in parent–practitioner interaction

Cited by 15 publications

References 16 publications

Documenting Napping: The Agentic Force of Documents and Human Action

Documenting Napping: The Agentic Force of Documents and Human Action

Utvecklingssamtal som uppgift och verktyg i förskollärares professionssträvanden i interaktion med föräldrar

To Involve Parents in the Assessment of the Child in Parent–Teacher Conferences: A Case Study

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