{"title":"Constructing Closeness in Educational Collaboration in Extended Hours ECEC","authors":"Kaisu Peltoperä, Erja Rautamies, Sarah N. Lang","doi":"10.1007/s10643-024-01798-3","DOIUrl":null,"url":null,"abstract":"<p>Although quality early childhood education and care (ECEC) and strong collaborations between families and ECEC educators are important for all children, they may be particularly important for children and families who utilize nighttime or weekend ECEC. This study focuses on ECEC educators’ discourses about closeness versus distance in educational collaborations between parents with nonstandard schedules and professionals who work in extended hours ECEC. The data for this study were collected by interviewing ECEC teachers (<i>n</i> = 12) and nurses (<i>n</i> = 18) working in Finland. <i>Research findings</i>: Using the principles of discourse analysis, we found three tensional discourses: (a) the timing of ECEC and asynchrony; (b) a sense of time versus hurry; and (c) care versus criticism. <i>Practice and policy</i>: The findings revealed that extended hours ECEC provides both challenges and possibilities for creating close educational collaboration with parents. This has important implications for the kinds of structural supports and training educators in extended hours ECEC may need to foster quality collaboration with families.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"10 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Education Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10643-024-01798-3","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Although quality early childhood education and care (ECEC) and strong collaborations between families and ECEC educators are important for all children, they may be particularly important for children and families who utilize nighttime or weekend ECEC. This study focuses on ECEC educators’ discourses about closeness versus distance in educational collaborations between parents with nonstandard schedules and professionals who work in extended hours ECEC. The data for this study were collected by interviewing ECEC teachers (n = 12) and nurses (n = 18) working in Finland. Research findings: Using the principles of discourse analysis, we found three tensional discourses: (a) the timing of ECEC and asynchrony; (b) a sense of time versus hurry; and (c) care versus criticism. Practice and policy: The findings revealed that extended hours ECEC provides both challenges and possibilities for creating close educational collaboration with parents. This has important implications for the kinds of structural supports and training educators in extended hours ECEC may need to foster quality collaboration with families.
期刊介绍：
Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children.
Areas of Emphasis:
International studies;
Educational programs in diverse settings;
Early learning across multiple domains;
Projects demonstrating inter-professional collaboration;
Qualitative and quantitative research and case studies;
Best practices in early childhood teacher education;
Theory, research, and practice relating to professional development;
Family, school, and community relationships;
Investigations related to curriculum and instruction;
Articles that link theory and best practices;
Reviews of research with well-articulated connections to the field
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