Toward New Discourse: Connectedness, Joy, and Emotional Capital in Early Childhood Education.
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| Title: | Toward New Discourse: Connectedness, Joy, and Emotional Capital in Early Childhood Education. |
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| Authors: | Sloan, Katie1 (AUTHOR) krsloan@oakland.edu |
| Source: | Journal of Research in Childhood Education. 2026, Vol. 40 Issue 2, p286-302. 17p. |
| Subject Terms: | *Early childhood education, *Affiliation (Psychology), *Emotional competence, *Qualitative research, Joy, Narrative inquiry (Research method) |
| Abstract: | Guided by the philosophical underpinnings of critical qualitative inquiry, this article reports findings from a larger narrative inquiry aimed at learning about the experiences of early childhood educators working in undervalued, underfunded spaces. This study adds to a small body of resistance and desire-based research in early childhood education (ECE) through sharing the individual and collective narratives of eight early childhood educators in Michigan. In this article, I highlight three resonant themes related to the deep and fulfilling relationships participants described. Based on these findings, I argue that early childhood educators embody significant emotional skill, are resisting neoliberal pressures, and are experiencing joy related to their work. Finally, I call for desire-based research that honors their resistance, expertise, and joy. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research in Childhood Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Guided by the philosophical underpinnings of critical qualitative inquiry, this article reports findings from a larger narrative inquiry aimed at learning about the experiences of early childhood educators working in undervalued, underfunded spaces. This study adds to a small body of resistance and desire-based research in early childhood education (ECE) through sharing the individual and collective narratives of eight early childhood educators in Michigan. In this article, I highlight three resonant themes related to the deep and fulfilling relationships participants described. Based on these findings, I argue that early childhood educators embody significant emotional skill, are resisting neoliberal pressures, and are experiencing joy related to their work. Finally, I call for desire-based research that honors their resistance, expertise, and joy. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02568543 |
| DOI: | 10.1080/02568543.2024.2442429 |
