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Ree, M. & Emilson, A. (2019). Participation in communities in ECEC expressed in child-educator interactions. Early Child Development and Care, 1-12
Open this publication in new window or tab >>Participation in communities in ECEC expressed in child-educator interactions
2019 (English)In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, p. 1-12Article in journal (Refereed) Epub ahead of print
Abstract [en]

The aim of this study is to contribute to knowledge about children’s opportunities to participate in early childhood education and care (ECEC) communities. The study focuses on the communication between educators and children in ECEC settings and how the communication forms condition children’s opportunities to participate in the community. The research questions are: What kind of communication patterns occur in educator and child interactions and how do these influence children’s opportunities to participate in the ECEC community? How can the communication patterns and the opportunities for participation in a community be understood from a lifeworld and a system perspective? Theoretically, the study is based on Habermas’s (1995) social philosophical perspective and the way he views the world from both a lifeworld and a system perspective. His concepts of communicative and strategic action guide the study in the purpose to identify and interpret communication patterns. The data consist of video observations of educators and children in everyday interactions in three Norwegian ECEC institutions. The analysis generated three main categories representing different communication patterns and participation opportunities in the community: (a) controlling communication – limited participation, (b) supportive communication – passive participation, and (c) co-operative communication – mutual participation. The findings show a priority in early childhood education on the individual child and a goal-oriented practice where the educator controls the communication and, by that, the children’s lifeworlds.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
Participation, community, communication, child–educator interaction, democracy, ECEC
National Category
Pedagogical Work
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-80840 (URN)10.1080/03004430.2019.1566230 (DOI)
Available from: 2019-02-26 Created: 2019-02-26 Last updated: 2019-05-13
Emilson, A. (2018). A dual perspective and a communicative approach to values education in preschool. In: Johansson, Eva, Emilson, Anette, Puroila, Anna-Maija (Ed.), Values Education in Early Childhood Settings: concepts, approaches and practices (pp. 55-67). Cham: Springer Publishing Company
Open this publication in new window or tab >>A dual perspective and a communicative approach to values education in preschool
2018 (English)In: Values Education in Early Childhood Settings: concepts, approaches and practices / [ed] Johansson, Eva, Emilson, Anette, Puroila, Anna-Maija, Cham: Springer Publishing Company, 2018, p. 55-67Chapter in book (Refereed)
Abstract [en]

The overall aim of this chapter is to outline and discuss the use of Jürgen Habermas’ theory in a Nordic participatory research project about values education in early childhood education and care. Two main issues are in the forefront. One issue is of an ontological character and concerns the choice of Habermas’ theory to explore values education. The borrowed concepts, for example, lifeworld and system, are presented and problematized in relation to how they have been applied in the Nordic project. Another issue is of an epistemological and methodological character and refers to the relationship between theory, method and findings when investigating values. The emphasis is on the theoretical impact on data constructions and the conclusions that can possibly be drawn. By highlighting both opportunities and limitations in the use of Habermas’ theory in the research on values education in early childhood education and care (ECEC), this chapter can assist readers in their own research considerations. Another contribution is the theoretical contextualization of the ECEC practice, showing the utility of the theory for understanding a pedagogical practice and also the utility of empirical analyses for developing the theory.

Place, publisher, year, edition, pages
Cham: Springer Publishing Company, 2018
Series
International Perspectives on Early Childhood Education and Development, ISSN 2468-8746, E-ISSN 2468-8754 ; 23
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-80845 (URN)10.1007/978-3-319-75559-5_4 (DOI)978-3-319-75558-8 (ISBN)978-3-319-75559-5 (ISBN)
Available from: 2019-02-26 Created: 2019-02-26 Last updated: 2019-05-13Bibliographically approved
Emilson, A. (2018). Tacit Discipline in Early Childhood Education. In: Eva Johansson, Anette Emilson, Anna-Maija Puroila (Ed.), Values Education in Early Childhood Settings: concepts, approaches and practices (pp. 265-279). Cham: Springer Publishing Company
Open this publication in new window or tab >>Tacit Discipline in Early Childhood Education
2018 (English)In: Values Education in Early Childhood Settings: concepts, approaches and practices / [ed] Eva Johansson, Anette Emilson, Anna-Maija Puroila, Cham: Springer Publishing Company, 2018, p. 265-279Chapter in book (Refereed)
Abstract [en]

This chapter highlights and problematizes tacit discipline in early childhood education. Based on findings from a Nordic project about values and values education, two issues concerning discipline are outlined and discussed. The first issue refers to the findings that discipline is negatively viewed and also neglected in the educators’ talk about values education. This is discussed in relation to what this might mean for the communication of discipline in educational practice. The second issue is related to the finding that the communication of discipline is often of a friendly and implicit character, in which children are treated as rational subjects. This raises questions about the relationship between discipline and democracy, which is discussed from the perspective of Habermas’ theory about communicative action. The discussion covers both the need of discipline in a democratic society and the risk of a colonization of the life world if discipline gets too much space. By highlighting both the opportunities and the limitations of tacit discipline in early childhood education, the chapter contributes to a nuanced and multifaceted picture of how discipline and power structures between educators and children can take place in early childhood education.

Place, publisher, year, edition, pages
Cham: Springer Publishing Company, 2018
Series
International Perspectives on Early Childhood Education and Development, ISSN 2468-8746, E-ISSN 2468-8754 ; 23
Keywords
Discipline, Democracy, Values, Early childhood education
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-80844 (URN)10.1007/978-3-319-75559-5_16 (DOI)978-3-319-75558-8 (ISBN)978-3-319-75559-5 (ISBN)
Available from: 2019-02-26 Created: 2019-02-26 Last updated: 2019-05-13Bibliographically approved
Emilson, A. & Johansson, E. (2018). Values in Nordic early childhood education: democracy and the child’s perspective. In: Marilyn Fleer, Bert van Oers (Ed.), International Handbook of Early Childhood Education: (pp. 929-954). Springer, 1
Open this publication in new window or tab >>Values in Nordic early childhood education: democracy and the child’s perspective
2018 (English)In: International Handbook of Early Childhood Education / [ed] Marilyn Fleer, Bert van Oers, Springer, 2018, Vol. 1, p. 929-954Chapter in book (Refereed)
Abstract [en]

The aim of this chapter is to outline and discuss the development of Nordic research on democracy in the field of early childhood education and care (ECEC). We will show how research over a relatively short time has altered from normative and political arguments for democracy in ECEC via an interest in how to implement and operationalize democratic ideas into practice, leading towards a more critical approach addressing complexity to democracy. Through this process a new concept of democracy connected with shared life and pluralism appears to emerge. Communication becomes important. In turn, ambiguity and even conflicting ideas appears to be accepted as a base for democracy.

Place, publisher, year, edition, pages
Springer, 2018
Series
Springer International Handbooks of Education, ISSN 2197-1951, E-ISSN 2197-196X
Keywords
Democracy, Child's perspective, Influence, Participation, Children's rights
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-70986 (URN)10.1007/978-94-024-0927-7_48 (DOI)978-94-024-0925-3 (ISBN)978-94-024-0927-7 (ISBN)
Available from: 2018-02-19 Created: 2018-02-19 Last updated: 2019-05-13Bibliographically approved
Bjervås, L.-L. & Emilson, A. (2017). Pedagogisk dokumentation för lärande (1ed.). In: Anne-Li Lindgren, Niklas Pramling, Roger Säljö (Ed.), Förskolan och barns utveckling: (pp. 227-244). Gleerups Utbildning AB
Open this publication in new window or tab >>Pedagogisk dokumentation för lärande
2017 (Swedish)In: Förskolan och barns utveckling / [ed] Anne-Li Lindgren, Niklas Pramling, Roger Säljö, Gleerups Utbildning AB, 2017, 1, p. 227-244Chapter in book (Other academic)
Place, publisher, year, edition, pages
Gleerups Utbildning AB, 2017 Edition: 1
National Category
Learning
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
urn:nbn:se:lnu:diva-67908 (URN)978-91-40-69463-8 (ISBN)
Available from: 2017-09-11 Created: 2017-09-11 Last updated: 2019-02-22Bibliographically approved
Emilson, A. (2017). Young children's educational practice in Swedish preschool in relation to Habermas' philosophical perspective. In: Mark Murphy (Ed.), Habermas and Social Research: Between theory and method (pp. 156-171). Routledge
Open this publication in new window or tab >>Young children's educational practice in Swedish preschool in relation to Habermas' philosophical perspective
2017 (English)In: Habermas and Social Research: Between theory and method / [ed] Mark Murphy, Routledge, 2017, p. 156-171Chapter in book (Refereed)
Place, publisher, year, edition, pages
Routledge, 2017
Series
Routledge advances in Sociology ; 198
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-61025 (URN)978-1-138-12099-0 (ISBN)978-1-315-65134-7 (ISBN)
Available from: 2017-03-01 Created: 2017-03-01 Last updated: 2019-05-13Bibliographically approved
Johansson, E. & Emilson, A. (2016). Conflicts and resistance: Potentials for democracy learning in preschool. International Journal of Early Years Education, 24(1), 19-35
Open this publication in new window or tab >>Conflicts and resistance: Potentials for democracy learning in preschool
2016 (English)In: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 24, no 1, p. 19-35Article in journal (Refereed) Published
Abstract [en]

The study aims to develop knowledge about learning for democracy in ECEC, through investigating acts of resistance in conflicts and examine these as potentials for democracy learning. The study is informed by Mouffe’s theoretical ideas about conflicts as a prerequisite for democracy. The research questions are: What kind of conflicts can be identified in everyday interactions in preschool? How do children and teachers express and maintain resistance in conflicts? What potentials for democracy learning are there in such acts? Data consist of video observations of interactions in four Swedish preschools. The analyses of the interactions comprised various readings to identify expressions of conflicts and ways to communicate resistance. Ethical considerations were paramount to ensure that the studies met the ethical requirements. Identified conflicts are described in terms of qualities of space: (a) Space for diversity illustrates openness for different opinions to be articulated and heard: (b) Space for unity illustrates how alliance building and authority create conditions and restrictions for opinions to be articulated, heard and/or neglected. Playfulness, courage and emotions are important traits for resistance and both agonism and antagonism appear to be at play. The conflicts identified offer both possibilities and obstacles in learning for democracy.

Place, publisher, year, edition, pages
Routledge, 2016
Keywords
Conflict, resistance, preschool, teachers, democracy
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-50788 (URN)10.1080/09669760.2015.1133073 (DOI)000386894300003 ()2-s2.0-84958540072 (Scopus ID)
Available from: 2016-03-16 Created: 2016-03-16 Last updated: 2019-05-13Bibliographically approved
Emilson, A., Folkesson, A.-M. & Moqvist-Lindberg, I. (2016). Gender Beliefs and Embedded Gendered Values in Preschool. International Journal of Early Childhood, 48(2), 225-240
Open this publication in new window or tab >>Gender Beliefs and Embedded Gendered Values in Preschool
2016 (English)In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 48, no 2, p. 225-240Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to explore practitioners' gender beliefs and how gendered values are embedded in Swedish preschool practice. The research question is: What beliefs about gender and the associated values, can be identified in practitioners' talk when they discuss gender issues? The study is informed by Bronwyn Davies' theoretical ideas that gender is socially constructed and her concepts of category maintenance and transgression are discussed. Data were analysed from 10 semistructured group interviews with practitioners in eight Swedish preschools. A content analysis was conducted that identified two main categories of beliefs, duality and gender-neutral beliefs. Primarily, the practitioners believed in gender neutrality whereby preschool is an arena in which traditional gendered behaviour are not promoted. However, value dilemmas embedded in the practitioners' gender beliefs also emerged. One dilemma concerned ideas that gender is primarily a social construction versus ideas that gender is determined by biology. Another dilemma was related to the implementation of curriculum goals whereby, on one hand, practitioners struggled to influence children not to subscribe to gendered stereotypes and to promote gender equality and, on the other hand, to take the child's perspective into account but work to influence non-gendered participation. Additionally, while boys were encouraged to embrace femininity, girls were paradoxically encouraged to reject femininity. It remains important to research values about gender in preschool education and to increase practitioners' awareness of their gendered practices in classrooms.

Keywords
gender beliefs, values, preschool, category-maintenance, transgression
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-50803 (URN)10.1007/s13158-016-0162-4 (DOI)2-s2.0-84983591470 (Scopus ID)
Available from: 2016-03-16 Created: 2016-03-16 Last updated: 2019-05-13Bibliographically approved
Johansson, E., Emilson, A., Röthle, M., Puroila, A.-M., Broström, S. & Einarsdottir, J. (2016). Individual and Collective Rights Expressed in Educator and Child Interactions in Nordic Preschools. International Journal of Early Childhood, 48(2), 209-224
Open this publication in new window or tab >>Individual and Collective Rights Expressed in Educator and Child Interactions in Nordic Preschools
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2016 (English)In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 48, no 2, p. 209-224Article in journal (Refereed) Published
Abstract [en]

This study focuses on rights and gender in educator and child interactions in Nordic preschools. The research questions are as follows: What kinds of rights are communicated in the interactions and how? What kind of gender patterns can be identified? Rights refer to entitlements related to the early childhood education context, given or claimed by educators or children. The research material consists of 25 video observations of conflicts in educator and child interactions in Nordic preschools. Jürgen Habermas’ concepts of strategic and communicative actions informed the interpretation of the communication of rights, and Bronwyn Davies’s idea of duality between femininity and masculinity informed the analyses of gender. The analyses revealed two kinds of rights: individual and collective rights. The individual rights were connected to the integrity of the person and, alternatively, to the institution. Collective rights were related to shared institutional rights. The governing of the children appeared as benevolent. The study displayed how masculinity was given hegemony in interactions on rights and how adaptation was directed toward girls, which required them to compromise and sometimes waive rights.

Keywords
rights; gender; teacher-child interaction; Nordic preschools
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-50806 (URN)10.1007/s13158-016-0164-2 (DOI)2-s2.0-84983627538 (Scopus ID)
Available from: 2016-03-16 Created: 2016-03-16 Last updated: 2019-05-13Bibliographically approved
Puroila, A.-m., Johansson, E., Estola, E., Emilson, A., Einarsdottir, J. & Broström, S. (2016). Interpreting Values in the Daily Practices of Nordic preschools: A Cross-Cultural Analysis. International Journal of Early Childhood, 48(2), 141-159
Open this publication in new window or tab >>Interpreting Values in the Daily Practices of Nordic preschools: A Cross-Cultural Analysis
Show others...
2016 (English)In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 48, no 2, p. 141-159Article in journal (Refereed) Published
Abstract [en]

Abstract This study explored how practitioners interpreted educational practicesfrom the perspective of values in Nordic preschools. Drawing data from groupinterviews in five Nordic countries (Denmark, Finland, Iceland, Norway andSweden), practitioners reflected on an observational episode about children dressingfor outdoor play in a Swedish preschool. The research material consisted of extractsfrom group interviews in ten preschools (two from each Nordic country). Theresearch questions included: How do values emerge in practitioners’ interpretations?What is the interpretive process like, especially in the context of crossculturalresearch? The research material was analysed nationally and cross-nationally.Using Gadamer’s concept of horizons, the study examined how practitionersmade sense of the dressing episode, including the horizons of the text thatattracted the practitioners’ attention and the co-construction of interpretations in thegroup dialogues. The practitioners employed indirect means more often than directmeans to express their values. The group interviews contained themes that wereconnected to caring, disciplinary, competence and democratic values. The studyprovided evidence that practitioners shared some core pedagogical ideas and valuesacross Nordic preschools. Differences were apparent between individual practitionersand preschools rather than between the Nordic countries.

Keywords
Nordic countries, Preschool, Cross-cultural perspectives, Pedagogical practices, Values education
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-61026 (URN)10.1007/s13158-016-0163-3 (DOI)2-s2.0-84983598216 (Scopus ID)
Available from: 2017-03-01 Created: 2017-03-01 Last updated: 2019-05-13Bibliographically approved
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Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-7291-9292

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