Researching Finnish Early Childhood Teachers’ Pedagogical Work Using Layder's Research Map

THIS STUDY EXAMINES the experiences of early childhood teachers in their everyday pedagogical work. The data for this qualitative study consists of the diaries of early childhood teachers. Layder's (1993) research map has been used to structure the theoretical background and provide an analytical frame to categorise the data. The results show that early childhood teachers’ work is complex and demanding, but they did encounter successes in their work. Certain common themes were identified on the levels of Layder's research map. These themes, which were experienced both as successes and challenges, included laws and steering documents, values and attitudes, pedagogical principles and solutions, leadership, collaborative structures, interaction, professional self-conception and skills. The challenges in the teachers’ work were caused by differing professional values, a lack of discussion, and inoperative organisational structures and practices, among others.

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Early Experiences With Family Involvement

Advances in Educational Marketing, Administration, and Leadership - Social Justice and Parent Partnerships in Multicultural Education Contexts ◽

10.4018/978-1-5225-3943-8.ch003 ◽

2018 ◽

pp. 42-64

Author(s):

Jade Burris

Keyword(s):

Early Childhood ◽

Family Involvement ◽

Early Childhood Teachers ◽

Developmentally Appropriate ◽

Developmentally Appropriate Practices ◽

Early Childhood Programs ◽

Early Experiences ◽

Appropriate Practices ◽

The Impact ◽

Successes And Challenges

This chapter reviews the impact early experiences with family involvement have on young children and their families, early childhood programs, and teachers. The author discusses the growing demand for early childhood services, characterized by a growing and changing society. There is discussion of developmentally appropriate practices and the ethical conduct of early childhood teachers as they navigate issues of social justice related to family involvement and engagement. The author presents findings from a recent pilot study to illustrate the successes and challenges experienced by eight diverse early childhood programs as they reflected on their family involvement practices. The author also emphasizes the importance of promoting equity and celebrating diversity through family involvement practices including examples, successes, and challenges that may arise.

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Early childhood teachers’ emotional labor: a cross-cultural qualitative study in China and Norway

European Early Childhood Education Research Journal ◽

10.1080/1350293x.2019.1634235 ◽

2019 ◽

Vol 27 (4) ◽

pp. 479-493 ◽

Cited By ~ 1

Author(s):

Xiu-Min Hong ◽

Ming-Zhu Zhang

Keyword(s):

Early Childhood ◽

Qualitative Study ◽

Emotional Labor ◽

Early Childhood Teachers ◽

Cross Cultural

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A Qualitative Study of Teachers’ Perceptions of Children’s Physical Activity and Learning in Preschool

Al-Izzah Jurnal Hasil-Hasil Penelitian ◽

10.31332/ai.v14i2.1524 ◽

2019 ◽

Vol 14 (2) ◽

pp. 141

Author(s):

Waode Eti Hardiyanti ◽

Muhammad Ilham

Keyword(s):

Physical Activity ◽

Early Childhood ◽

Qualitative Study ◽

Learning Process ◽

Early Childhood Teachers ◽

Physical Activities ◽

Learning Materials ◽

Teachers Perceptions ◽

Positive Attitudes ◽

Children’S Physical Activity

AbstractThe aimed of this research is to examine teachers’ perception of physical activity that can indicate the level of physical activities displayed in children’s classroom. Semi-formal interviews were conducted with six early childhood teachers. Results of the study indicated that early childhood teachers used physical activity to promote the learning materials. The teachers stated that through their physical activities, children might develop a better comprehension of academic concepts. The teachers also reported that children’s positive attitudes improved when physical activity was undertaken, particularly evidenced by an increase in children’s confidence and enthusiasm during the learning process. However, inadequate opportunity to include physical activity in preschool due to limited equipment, deterred teachers from truly facilitating the physical activities of children. The teachers were also concerned that their ability and understanding to accommodate physical activity may not be adequate for the children. Therefore, underpinning the teacher’s role with training may be required in order to cover the children’s needs to actively engage in physical activities as mentioned in curriculum.

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