Moral Functioning: Navigating the Messy Landscape of Values in Finnish Preschools

Puroila, Anna‐Maija; Haho, Annu

doi:10.1080/00313831.2016.1172499

Cited by 19 publications

(11 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Conclusively, it is fair to argue that preservice teachers' perceptions of technology integration is a complex issue. In accordance with previous research on in-service teachers (Einrasdottir, 2003;Niikko, 2004;Niikko & Ugaste, 2012;Puroila, 2002;Puroila & Haho, 2016;Van Lere & Vandenbroeck, 2016) the preservice teachers in this study interpreted their (future) work through several frames simultaneously. The findings suggest that it is the situation (i.e.…”

Section: Discussionsupporting

confidence: 88%

“…Instead, it tells us about the situational dynamics between the frames. This is supported by a study by Puroila and Haho (2016). The teachers in this study seldom planned any educational activities for Mondays because they felt that after the weekend some children tended to be restless and tearful.…”

mentioning

confidence: 54%

“…In Germany, this phenomenon is commonly known as 'Monday syndrome', and it is argued that the reason for the children's restlessness is having spent the weekends in front of the television and not doing any activities requiring physical effort (Friedrich-Liesenkötter 2015). According to Puroila and Haho (2016), the decision not to include any educational activities was based on an 'inclination to promote children's "good" on a situational basis'. In other words, the teachers are not claiming that care is unequivocally more important that education, but that to be able to provide education they have first take the children's care-related needs into account.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Digital technologies in early childhood education – a frame analysis of preservice teachers’ perceptions

Mertala

2017

Early Child Development and Care

View full text Add to dashboard Cite

show abstract

Section: Discussionsupporting

confidence: 88%

mentioning

confidence: 54%

mentioning

confidence: 99%

See 1 more Smart Citation

Digital technologies in early childhood education – a frame analysis of preservice teachers’ perceptions

Mertala

2017

Early Child Development and Care

View full text Add to dashboard Cite

show abstract

“…Aðrar rannsóknir hafa sýnt að ákvarðanir starfsfólks og viðbrögð eru hvorki taeknileg né hlutlaus, heldur tengd gildum þess og sannfaeringu (Puroila og Haho, 2017). Uppeldislegur ásetningur verður þó oft að víkja til hliðar vegna stofnanalegra hindrana (Johansson o.fl., 2015).…”

Section: Umraeðaunclassified

Hvaða augum líta börn leikskólakennara? Hlutverk og miðlun gilda í leikskólum

Einarsdóttir¹,

Pálmadóttir²

2020

Netla

View full text Add to dashboard Cite

Greinin byggir á tveimur rannsóknum þar sem leitað var eftir hugmyndum barna um hlutverk og ábyrgð leikskólakennara. Þannig var reynt að skilja þau ómeðvituðu og meðvituðu gildi sem starfsfólk leikskóla miðlar til barna. Byggt er á hugmyndafræði bernskurannsókna þar sem litið er svo á að bernskan sé félagslega mótuð og lögð er áhersla á sjónarmið og þátttöku barna. Jafnframt er tekið mið af Samningi Sameinuðu þjóðanna um réttindi barnsins (1992) sem lagði mikilvægan grunn að réttindum og hæfni barna og áhersla er lögð á rétt barna til að tjá skoðanir sínar á málefnum sem varða þau. Markmiðið með greininni er að varpa ljósi á sýn barna á hlutverk fullorðinna í leikskólanum og út frá því er leitast við að greina þau gildi sem starfsfólkið miðlar til barnanna í daglegu starfi. Niðurstöður rannsóknanna sýndu að í augum barnanna voru hlutverk starfsmanna margþætt og flókin og snerust um að stjórna, veita umhyggju, að veita stuðning og að vera leikfélagi. Þessi fjögur hlutverk voru flokkuð og greind í þrjú samofin gildi: Aga, umhyggju og þátttöku. Rannsóknin sýnir hæfni barnanna til að tjá reynslu sína og sjónarmið á fjölbreyttan hátt og mikilvægi þess að starfsfólk leikskóla hlusti á sjónarmið barna í daglegu starfi leikskólans.

show abstract

“…In this dissertation, knowledge and beliefs are understood to be intertwined. To give an example, teachers have reported that children are more restless on Mondays than other weekdays in preschool (Friedrich-Liesenkötter, 2015; Puroila & Haho, 2017). This phenomenon is commonly known as "Monday syndrome" in Germany, and the reason behind children's restlessness is argued to be that children spend the weekends in front of the television and do not do other activities that require physical effort (Friedrich-Liesenkötter, 2015).…”

Section: Construction Of Teachers' Beliefsmentioning

confidence: 99%

Two worlds collide? Mapping the third space of ICT integration in early childhood education

Mertala¹

2019

Preprint

View full text Add to dashboard Cite

The current stage of early years information and communication technology (ICT) integration research has been criticized for not paying enough attention to the unique pedagogical features of early childhood education. Similarly, children’s views about educational use of ICT have been underrepresented in research. This dissertation study contributes to resolving these gaps in the literature by exploring children’s ideas and preservice teachers’ beliefs regarding the role of ICT in early childhood education.The study consists of two data sets that are reported in three empirical articles. The first study focused on children’s ideas and their contextual roots. The second study explored preservice teachers’ beliefs about children and ICT at home. The third study investigated preservice teachers’ perceptions of ICT integration through the frames of teaching, education, and care, referred to as the EDUCARE approach. In this compilation, the findings of the empirical studies are scrutinized through the analytical device of third space theory.The findings suggest that there is a dissonance between the meanings children and preservice teachers give to ICT use. Children conceptualized ICT use as a leisure activity whereas preservice teachers approached ICT mainly through learning. The findings also imply that although EDUCARE has been described as a holistic framework in the context of ICT integration, the framework acts as a disintegrating vehicle: When ICT integration was approached from the perspective of teaching, the views were mainly positive. When the perspective was changed to care, the views were profoundly negative. Care-related concerns were associated with preservice teachers’ beliefs about children’s use of ICT at home being extensive and unregulated. Another exaggerated belief was considering children born-competent ICT users.The results of this study have several implications for early childhood education, as well as preservice teacher education. To make ICT pedagogy truly meaningful for children, ICT should be approached as a cultural form, and space should be given for children’s views, values, and experiences. Additionally, educational technology courses need to pay more attention to aspects of care, as well as to preservice teachers’ often unrealistic beliefs about children and technology.

show abstract

Moral Functioning: Navigating the Messy Landscape of Values in Finnish Preschools

Cited by 19 publications

References 41 publications

Digital technologies in early childhood education – a frame analysis of preservice teachers’ perceptions

Digital technologies in early childhood education – a frame analysis of preservice teachers’ perceptions

Hvaða augum líta börn leikskólakennara? Hlutverk og miðlun gilda í leikskólum

Two worlds collide? Mapping the third space of ICT integration in early childhood education

Contact Info

Product

Resources

About