Children’s sense of agency in preschool: a sociocultural investigation

Hilppö, Jaakko; Lipponen, Lasse; Kumpulainen, Kristiina; Rainio, Anna Pauliina

doi:10.1080/09669760.2016.1167676

Cited by 26 publications

(20 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This study shares a view of a child as an active actor who constructs their own life in interaction with their sociocultural environment (Hilppö et al 2016;Karila and Lipponen 2013;Corsaro 2015). The child influences society on many levels, including political and cultural levels (Alanen 2009).…”

Section: Participation In Early Childhood Education and Carementioning

confidence: 91%

Zones of participation – a framework to analyse design roles in early childhood education and care (ECEC)

et al. 2020

Self Cite

View full text Add to dashboard Cite

Current research has addressed children's involvement in codesign from several different perspectives such as empowerment, design thinking, participation, and learning. The literature presents many roles that children can have in participatory design (PD) e.g. as testers, informants, users, co-designers, and co-researchers. Both critical views and solutions to support children's genuine participation exist. The investigation was motivated by examining whether and how children's participation can be enhanced through PD practices. The study conducted a participatory design (PD) process in a kindergarten in Finland together with adults and children. The Grounded Theory analysis elicited different roles of the participants as prominent indicators of the interaction in and quality of participatory process. These roles were further elaborated as Zones of participation (ZoP) that constituted of the Zone of audience, Zone of whisperer, Zone of actor and Zone of director. The analysis shows that there are significant co-occurrences between participant groups accessing different zones. We suggest that the quality of participation in the design process can be investigated by identifying participants' access to different ZoP. Movement between the zones indicates that there is no onesided control over actions and dialogue between the participants is prominent.

show abstract

Section: Participation In Early Childhood Education and Carementioning

confidence: 91%

Zones of participation – a framework to analyse design roles in early childhood education and care (ECEC)

et al. 2020

Self Cite

View full text Add to dashboard Cite

show abstract

“…When combining the play-based and the phenomenon-based approaches to teaching and learning, the pedagogical practice reinforces the element of action and agency for learning in ECEC, and children's embodiment and active participation become central features of the daily activities. The sense of agency is understood as a desirable outcome of the educational process and a measure of the quality and intensity of children's engagement (HILPPÖ;RAINIO, 2016). As previously argued, assessing what education does to children's awareness of their possibilities for action is crucial for understanding the quality of the educational process, and teachers play a fundamental role on identifying and acting on this matter (see also KUMPULAINEN, 2011;RAINIO, 2010;MARKSTRÖM;HALLDÉN, 2009).…”

Section: The Play-based Learning Supporting Children's Agency and The Construction Of Equity And Well-beingmentioning

confidence: 99%

Play-based learning and phenomenon-based learning in the Finnish Early Childhood Education

Ferreira

2021

O&T

View full text Add to dashboard Cite

Since 2005, with the impact of the results of international educational assessments, Finland and its educational system has been the focus of interest for educators around the world and different aspects of the system's functioning and structure have been explored. This text presents two of the key elements in early childhood education and care, learning based on play and learning based on the phenomenon; and how these pedagogical approaches structure practices that support students' learning, and are articulated with the subsequent educational process. Going beyond the mere description of pedagogical practices and not repeat what other researchers have already narrated about the Finnish educational system, the developmental aspects of these practices and how they are articulated with the extensive training of teachers is evident throughout this text.

show abstract

“…Greimas's pragmatic modality consists of four main modalities: having to, being able, wanting, and knowing how (Greimas 1987;Sulkunen & Törrönen 1997). Jyrki Jyrkämä (2008) has further developed the modalities in the field of gerontology, and Virpi Vaattovaara (2015) and Jaakko Hilppö (2016) have used it in the field of education.…”

Section: Table 1 [Here]mentioning

confidence: 99%

“…Their developed modalities of the agency are: 1) to be able (the subjects' physical and psychological abilities), 2) to have to (necessities, obligations and boundaries), 3) to have the possibilities (the alternatives that are possible in a given situation), 4) to feel (emotions, valuations and values), 5) to want (motivation and goals) and 6) to know (skills and knowledge) (Hilppö, Lipponen, Kumpulainen & Rainio 2016;Jyrkämä 2008). As an analytical tool, modalities are a suitable way to analyse the structure of bounded agency with its social relationships, structural experiences and personal constraints because they help to recognize both the subject (e.g.…”

Section: Table 1 [Here]mentioning

confidence: 99%

Facing Uncertainty yet Feeling Confident: Teenage Migrant Girls’ Agencies in Upper Secondary School Transitions

Mäkelä

Kalalahti

2018

Scandinavian Journal of Educational Research

View full text Add to dashboard Cite

This article concentrates on the transition from comprehensive school to the upper secondary level from the viewpoint of migrant background girls. Emphasis is on understanding the bounded agency and the ways in which gender and family background are expressed in the modalities of the agency. Previous studies show that ethnic minorities have more difficulties in school, and they continue to higher education less frequently than the majority of students. We are interested in the aspirations of migrant background girls (n = 34) concerning their post-comprehensive transition. Our focus is on the experienced agency during the last year of comprehensive school. Our research questions are: What kinds of modalities do migrant background girls use when considering their educational choices? How do these modalities reflect their bounded agency? The study shows that although the experienced agency is universal among the age group, there are specific ethnic and gender connotations.

show abstract

Children’s sense of agency in preschool: a sociocultural investigation

Cited by 26 publications

References 36 publications

Zones of participation – a framework to analyse design roles in early childhood education and care (ECEC)

Zones of participation – a framework to analyse design roles in early childhood education and care (ECEC)

Play-based learning and phenomenon-based learning in the Finnish Early Childhood Education

Facing Uncertainty yet Feeling Confident: Teenage Migrant Girls’ Agencies in Upper Secondary School Transitions

Contact Info

Product

Resources

About