Flexibly Scheduled Early Childhood Education and Care: Finnish Mothers' and Educators' Perceptions on Young Children's Experiences and Child-Responsive Practices

Autor/inn/en	Salonen, Eija; Sevón, Eija; Laakso, Marja-Leena
Titel	Flexibly Scheduled Early Childhood Education and Care: Finnish Mothers' and Educators' Perceptions on Young Children's Experiences and Child-Responsive Practices
Quelle	In: International Journal of Early Childhood, 50 (2018) 2, S.193-209 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Salonen, Eija) ORCID (Sevón, Eija) ORCID (Laakso, Marja-Leena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-018-0221-0
Schlagwörter	Foreign Countries; Mothers; Parent Attitudes; Teacher Attitudes; Preschool Teachers; Preschool Children; Preschool Education; Child Care; School Schedules; Stress Variables; Satisfaction; Psychological Patterns; Adjustment (to Environment); Interaction; Finland + Suchen Sie Ihr Suchwort? Ausland; Mother; Mutter; Elternverhalten; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Kinderfürsorge; Kinderbetreuung; Schulzeiteinteilung; Zufriedenheit; Interaktion; Finnland
Abstract	The study explores Finnish mothers' and educators' perceptions on young children's experiences and child-responsive practices related to flexibly scheduled early childhood education and care (ECEC). Data were gathered by ethnography-based interviews with mothers and educators of 1- to 3-year-old children attending this form of ECEC and qualitatively analysed using the method of inductive content analysis. According to the interviewees, young children experienced a multitude of feelings related to flexibly scheduled ECEC, ranging from the undesirable, such as strain, distress and confusion, to the desirable, such as comfort, satisfaction and understanding. The children's feelings were associated with different kinds of nonstandard ECEC schedules and the effects of these on their daily activities and social interactions. Child-responsive practices described by the interviewees included adjusting daily schedules, activities and social interactions at home and in ECEC to children's daily rhythms and needs. The findings point to the importance of taking young children's perspectives into account when seeking to enhance their well-being in the context of flexibly scheduled ECEC. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01