Finnish and Greek Early Childhood Teachers' Perspectives and Practices in Supporting Children's Autonomy
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| Title: | Finnish and Greek Early Childhood Teachers' Perspectives and Practices in Supporting Children's Autonomy |
|---|---|
| Language: | English |
| Authors: | Koivula, Merja (ORCID |
| Source: | Early Child Development and Care. 2019 189(6):990-1003. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Foreign Countries, Preschool Teachers, Early Childhood Education, Teacher Attitudes, Personal Autonomy, Cultural Differences, Kindergarten, Teaching Styles, Teacher Student Relationship |
| Geographic Terms: | Finland, Greece |
| DOI: | 10.1080/03004430.2017.1359583 |
| ISSN: | 0300-4430 |
| Abstract: | Kindergarten teachers from different cultural backgrounds attribute various meanings to children's autonomy. There seems to be cultural differences in early childhood education curricula with regard to how a child's autonomy is described and how it is supported. This qualitative study asks: how do teachers narrate their perspective and pedagogical support of children's autonomy, and what kinds of similarities and differences in the pedagogy and practices can be found in Finnish and Greek early childhood education (ECEC) contexts? The data of this qualitative study consist of a semi-structured questionnaire of 14 kindergarten teachers and observations of their pedagogical practices in the day care groups of 4- to 5-year-old children. The results suggest that teachers' overall conception of autonomy was identical, but the different cultural contexts and curriculums affected the way the teachers emphasized and valued different dimensions of autonomy. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1213825 |
| Database: | ERIC |
| Abstract: | Kindergarten teachers from different cultural backgrounds attribute various meanings to children's autonomy. There seems to be cultural differences in early childhood education curricula with regard to how a child's autonomy is described and how it is supported. This qualitative study asks: how do teachers narrate their perspective and pedagogical support of children's autonomy, and what kinds of similarities and differences in the pedagogy and practices can be found in Finnish and Greek early childhood education (ECEC) contexts? The data of this qualitative study consist of a semi-structured questionnaire of 14 kindergarten teachers and observations of their pedagogical practices in the day care groups of 4- to 5-year-old children. The results suggest that teachers' overall conception of autonomy was identical, but the different cultural contexts and curriculums affected the way the teachers emphasized and valued different dimensions of autonomy. |
|---|---|
| ISSN: | 0300-4430 |
| DOI: | 10.1080/03004430.2017.1359583 |
