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Pedagogical practices used by early childhood education and care (ECEC) teachers to promote participation.

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Title: Pedagogical practices used by early childhood education and care (ECEC) teachers to promote participation.
Authors: Holla Sivertsen, Anne (AUTHOR), Bjørgen, Kathrine (AUTHOR)
Source: Scandinavian Journal of Educational Research. Feb2026, Vol. 70 Issue 1, p236-247. 12p.
Subjects: Early childhood education, Participation, Teaching methods, Scientific observation, Classroom activities, Thematic analysis
Geographic Terms: Norway
Abstract: This qualitative study explores pedagogical practices of early childhood education and care (ECEC) teachers in Norway, focusing on promoting participation among 4–6-year-old children. Through semi-structured interviews with four ECEC teachers, we conducted a thematic analysis to understand their practices inspired by the work of Lundy. Findings suggest that the four ECEC teachers prioritize various pedagogical approaches, emphasizing children's initiatives through observation and interpretation of their verbal and non-verbal expressions during daily activities. Pedagogical practices involve active engagement to ensure different types of participation. Decision-making includes helping children to take positions and influence majority-voting children. Indoors, ECEC teachers use observation to plan activities aligning with children's interests while also facilitating free play among peers; play equipment is promoted outdoors. Findings indicate the challenges inherent in balancing pedagogical plans and responsibility with children's participation and emotions. Pedagogical practices supporting children's critical thinking and reflection are not identified but ECEC practitioners are increasingly aware of them. [ABSTRACT FROM AUTHOR]
Copyright of Scandinavian Journal of Educational Research 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: Psychology and Behavioral Sciences Collection
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  Data: Pedagogical practices used by early childhood education and care (ECEC) teachers to promote participation.
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  Data: <searchLink fieldCode="AR" term="%22Holla+Sivertsen%2C+Anne%22">Holla Sivertsen, Anne</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bjørgen%2C+Kathrine%22">Bjørgen, Kathrine</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Scandinavian+Journal+of+Educational+Research%22">Scandinavian Journal of Educational Research</searchLink>. Feb2026, Vol. 70 Issue 1, p236-247. 12p.
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  Data: <searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22Participation%22">Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+observation%22">Scientific observation</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+activities%22">Classroom activities</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink>
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  Label: Abstract
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  Data: This qualitative study explores pedagogical practices of early childhood education and care (ECEC) teachers in Norway, focusing on promoting participation among 4–6-year-old children. Through semi-structured interviews with four ECEC teachers, we conducted a thematic analysis to understand their practices inspired by the work of Lundy. Findings suggest that the four ECEC teachers prioritize various pedagogical approaches, emphasizing children's initiatives through observation and interpretation of their verbal and non-verbal expressions during daily activities. Pedagogical practices involve active engagement to ensure different types of participation. Decision-making includes helping children to take positions and influence majority-voting children. Indoors, ECEC teachers use observation to plan activities aligning with children's interests while also facilitating free play among peers; play equipment is promoted outdoors. Findings indicate the challenges inherent in balancing pedagogical plans and responsibility with children's participation and emotions. Pedagogical practices supporting children's critical thinking and reflection are not identified but ECEC practitioners are increasingly aware of them. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Scandinavian Journal of Educational Research 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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=190954519
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      – Type: doi
        Value: 10.1080/00313831.2025.2468181
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      – Code: eng
        Text: English
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        PageCount: 12
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        Type: general
      – SubjectFull: Participation
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      – SubjectFull: Teaching methods
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      – SubjectFull: Scientific observation
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      – SubjectFull: Classroom activities
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      – SubjectFull: Thematic analysis
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      – SubjectFull: Norway
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      – TitleFull: Pedagogical practices used by early childhood education and care (ECEC) teachers to promote participation.
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              M: 02
              Text: Feb2026
              Type: published
              Y: 2026
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