Professionals’ stories of supporting belonging for autistic children in Finnish early childhood education and care

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

Contemporary Issues in Early Childhood Pub Date : 2023-11-08 DOI:10.1177/14639491231212943

Henri V Pesonen, Aino Äikäs, Elina Viljamaa, Noora Heiskanen, Marja Syrjämäki, Eija Kärnä

引用次数: 0

Abstract

The important role of early childhood education and care in nurturing and ensuring belonging among all children is well recognised, but research specifically focused on how this is accomplished for autistic children is scarce. The aim of this study was to examine how supporting autistic children's belonging appeared in the stories of Finnish early childhood education and care professionals (e.g. early educators, special education teachers, and early childhood education and care nurses). The data was collected by using the method of empathy-based stories, which prompts participants to produce stories. A qualitative analysis of 104 professionals’ stories produced one overarching theme of professionalism comprising two interconnected main themes: (1) established support solutions and (2) a willingness to understand the child. The findings suggest that understanding a child as a unique individual with autism is a cornerstone of favourable pedagogical support solutions for belonging.

查看原文本刊更多论文

专业人士在芬兰早期儿童教育和护理中支持自闭症儿童归属感的故事

幼儿教育和护理在培养和确保所有儿童的归属感方面的重要作用是公认的，但专门关注如何为自闭症儿童实现这一目标的研究很少。本研究的目的是研究芬兰早期儿童教育和护理专业人员(如早期教育工作者、特殊教育教师和早期儿童教育和护理护士)的故事中如何出现支持性自闭症儿童的归属感。数据是通过基于移情的故事方法收集的，该方法促使参与者制作故事。对104名专业人士的故事进行了定性分析，得出了一个专业精神的总体主题，其中包括两个相互关联的主题:(1)建立支持解决方案;(2)理解孩子的意愿。研究结果表明，将自闭症儿童理解为一个独特的个体，是为归属感提供有利的教学支持解决方案的基石。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Contemporary Issues in Early Childhood EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

8.30%

发文量

期刊介绍： Contemporary Issues in Early Childhood (CIEC) is a peer-reviewed international research journal. The journal provides a forum for researchers and professionals who are exploring new and alternative perspectives in their work with young children (from birth to eight years of age) and their families. CIEC aims to present opportunities for scholars to highlight the ways in which the boundaries of early childhood studies and practice are expanding, and for readers to participate in the discussion of emerging issues, contradictions and possibilities.