Challenges and dilemmas expressed by teachers working in toddler groups in the Nordic countries

Alvestad, Torgeir; Bergem, Helen; Eide, Brit Johanne; Johansson, Jan-Erik; Os, Ellen; Pálmadóttir, Hrönn; Samuelsson, Ingrid Pramling; Winger, Nina

doi:10.1080/03004430.2013.807607

Cited by 24 publications

(20 citation statements)

References 7 publications

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“…Reflecting on the results of the present investigation, it would seem more difficult for children experiencing large spaces, different rooms, and flexibly changing staff to develop close relationships with their teachers, relative to children who experience a “smaller”—and perhaps more intimate—social world (Alvestad et al., ; Vassenden et al., ). Such stable and secure relationships might be especially important to children with behavioral problems (Baker, ; Silver, Measelle, Armstrong, & Essex, ).…”

Section: Discussionmentioning

confidence: 73%

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Preschool‐Age Problem Behavior and Teacher–Child Conflict in School: Direct and Moderation Effects by Preschool Organization

et al. 2015

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The hypothesis was tested that the new open‐group Norwegian day‐care centers would more than traditionally organized centers negatively affect (a) current and (b) future teacher–child relationships, and (c) the developmental legacy of preschool problem behavior. The focus was on eight hundred and fifty 4‐year‐olds from 153 centers who were followed up in first grade. Results of this natural quasi‐experiment revealed that children from open‐group centers (a) experienced less teacher–child closeness in preschool and (b) more teacher–child conflict in first grade, and (c) that high levels of preschool problem behavior forecast especially high levels of future teacher–child conflict, but only for children from open‐group centers. Results highlight the importance of spatial and social organization of day care and their translational implications.

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Section: Discussionmentioning

confidence: 73%

“…world (Alvestad et al, 2013;Vassenden et al, 2011). Such stable and secure relationships might be especially important to children with behavioral problems (Baker, 2006;Silver, Measelle, Armstrong, & Essex, 2005).…”

Section: Discussionmentioning

confidence: 99%

Preschool‐Age Problem Behavior and Teacher–Child Conflict in School: Direct and Moderation Effects by Preschool Organization

et al. 2015

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“…In a recent Nordic Network Project (Alvestad et al, 2014), teachers in Iceland, Sweden and Norway highlighted a number of dilemmas when working with very young children, suggesting that the youngest of children in care are marginalized, with early childhood teachers having a limited understanding of what professional work with very young children included. Attitudes such as "just changing nappies" (Alvestad et al, 2014, p. 682) were expressed.…”

Section: Early Childhood Teacher Educationmentioning

confidence: 99%

Thinking differently about infants and toddlers: Exploring the reflections of future Australian early childhood teachers in Australia

Garvis

Pendergast

2015

AJTE

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“…the curricula for 6-year-olds (Autio 2006;Brotherus 2004;Turunen, Uusiautti, and Määttä 2014); however, most of the research in the Nordic countries has covered the whole age range from birth up to school entry. This research has comprised a variety of topics, such as contents of the steering documents (Alvestad, Bergem, Eide, Johansson, Pálmadóttir, Pramling Samuelsson, and Winger 2014;Vallberg Roth 2014), the values contained in the documents (Broström 2013;Einarsdottir et al 2015), reflections of heads of preschools on the written curricula (Brodin and Renblad 2014), and 'the best interests' of the child as discussed in ECEC policy documents (Rutanen 2011).…”

Section: Previous Research On Nordic Ecec Curriculamentioning

confidence: 99%

“…A collaborative Nordic study by Alvestad et al (2014) focussed on teachers' views of everyday practice with the younger children in preschools in Iceland, Norway and Sweden.…”

Section: Previous Research On Nordic Ecec Curriculamentioning

confidence: 99%

Younger children in ECEC: focus on the national steering documents in the Nordic countries

Hännikäinen

2015

Early Child Development and Care

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The aim of this study was to review the national steering documents on ECEC in Denmark, Finland, Iceland, Norway and Sweden, with the focus on children up to the age of three, posing the question: what do these documents tell us about ECEC for younger children in the Nordic early childhood settings? Methodologically, a qualitative document analysis was applied. The documents provide a picture of young children whose age, individual needs and a number of other factors, such as cultural background, should be taken into account in ECEC. These children learn holistically, in close interaction with their environment. Their safety and wellbeing are seen as paramount. The physical and social worlds of children expand with the help of experienced and sensitive educators. However, younger children are rarely addressed specifically in these documents. For instance, many important themes, such as the very beginning of the child's attendance in ECEC, are poorly explicated in them.

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Challenges and dilemmas expressed by teachers working in toddler groups in the Nordic countries

Cited by 24 publications

References 7 publications

Preschool‐Age Problem Behavior and Teacher–Child Conflict in School: Direct and Moderation Effects by Preschool Organization

Preschool‐Age Problem Behavior and Teacher–Child Conflict in School: Direct and Moderation Effects by Preschool Organization

Thinking differently about infants and toddlers: Exploring the reflections of future Australian early childhood teachers in Australia

Younger children in ECEC: focus on the national steering documents in the Nordic countries

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