Embracing uncertainty: a diffractive approach to love in the context of early childhood education and care

Aslanian, Teresa K.

doi:10.1080/09669760.2018.1458604

Cited by 19 publications

(11 citation statements)

References 34 publications

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“…Love is also a significant human need as depicted in the hierarchy of needs of Maslow (1954) . The concept of love has been historically linked to four Greek terms carrying the same meaning ( Nygren, 1953 ; Herrada, 2013 ; Aslanian, 2018 ). They include agape (love of mankind), philia (love of friends and equals), eros (erotic, passionate love), and storage (love of parents for children).…”

Section: Introductionmentioning

confidence: 99%

Positioning an Agenda on a Loving Pedagogy in Second Language Acquisition: Conceptualization, Practice, and Research

2022

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Second/foreign language teaching has been found as one of the most emotional professions worldwide. To generate optimal academic outcomes and run an effective education, teachers and students’ emotions and feelings must be positively cared for. Given the significance of emotions in L2 education, many studies have followed positive psychology (PP) and examined various positive constructs. Nevertheless, love, as a PP variable, has been ignored in education due to its cultural/religious sensitivities. Trying to dispel the myths, recently, a new trend called a “loving pedagogy” has started to find itself a place in second language acquisition (SLA) research and practice. Yet, proposing a model of its application and an agenda for its research has been overlooked by scholars in this domain. Motivated by this lacuna, this research article provided the conceptualization, definitions, research bases, practical models, and implications of a loving pedagogy for SLA practitioners and future researchers.

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Section: Introductionmentioning

confidence: 99%

Positioning an Agenda on a Loving Pedagogy in Second Language Acquisition: Conceptualization, Practice, and Research

2022

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“…Neuroscientific research has revealed the pivotal role love plays in children’s development; however, young children spend an increasing amount of time in out-of-home care, which means whether they can receive love in such a context – a context in which parental love is conspicuously absent – has become a critical topic of discussion in early childhood education research (Aslanian, 2018).…”

Section: Reasons To Develop Love-based Relationships In Early Childho...mentioning

confidence: 99%

Love-based relationships between teachers and students in early childhood education

Shih

2021

Policy Futures in Education

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As a philosophical basis of education, ‘love’ is crucial to early childhood education. For this reason, early childhood education should cultivate young children’s loving attitudes. Hence, by analysing related work, this paper explored how love-based relationships may be developed between preschool teachers and young children in early childhood education. The methods are as follows: (1) fostering love in preschool teachers’ hearts; (2) creating loving relationships between preschool teachers and young children; (3) providing opportunities for young children to practice loving behaviour; (4) giving young children freedom; (5) maintaining an open dialogue; (6) emphasising democratic participation; (7) avoiding indoctrination; (8) respecting young children’s experiences and discoveries; (9) allowing young children to make choices and (10) understanding young children as individuals.

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“…Mäkelä, 2005) and on children’s development and wellbeing (Carlson and Nelson, 2006; Field, 2014). These studies emphasise that caring relations can be created between children and adults through physical closeness and touch (see also Aslanian, 2018; Hännikäinen, 2015). In this article, our research question is as follows: How does touch appear in children’s everyday peer relations in preschools?…”

Section: Introductionmentioning

confidence: 99%

Touch in children’s everyday peer relations in preschools

2020

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The article explores how touch appears in children’s everyday peer relations in preschools. The narrative research material consists of video recordings produced in four Finnish preschools. Touch in children’s relations appeared as an invitation, an attempt to control and a conventional pattern. The findings show that narrative environments of the preschools produce, enable and limit touch in the children’s everyday peer relations. In terms of touch, children follow the practices created by educators and the wider society. However, the children also challenge these practices and the set limits, appearing as active agents in producing embodied acts of touch in preschools.

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Embracing uncertainty: a diffractive approach to love in the context of early childhood education and care

Cited by 19 publications

References 34 publications

Positioning an Agenda on a Loving Pedagogy in Second Language Acquisition: Conceptualization, Practice, and Research

Positioning an Agenda on a Loving Pedagogy in Second Language Acquisition: Conceptualization, Practice, and Research

Love-based relationships between teachers and students in early childhood education

Touch in children’s everyday peer relations in preschools

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