Reflecting Caring and Power in Early Childhood Education: Recalling Memories of Educational Practices

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

“…In our study, the educators were more used to discussing their work in terms of pedagogy rather than in terms of values and morals, though these perspectives are not exclusive of one another. This does not mean, however, that the educators' daily actions were in any way unethical; they showed commitment to values often highlighted in preschool contexts, such as caring, democracy, non-discrimination, and safety (e.g., Broström, 2006;Emilson & Johansson, 2009;Estola, 2003;Fenech et al, 2008;Taggart, 2011;Ylitapio-Mäntylä, 2013). This finding resonates with holistic perspectives that criticize the predominant view of morality as a fundamentally psychological phenomenon (see Tappan, 2006).…”

“…In line with previous studies, we maintain that educational institutions serve as a site for political practice where power relationships are negotiated and reproduced (Dahlberg & Moss, 2005;Kelchtermans, 2009;Ylitapio-Mäntylä, 2013). On the one hand, political decisions made at local, regional, and national levels are localized in preschools.…”

“…Educators showed a commitment to values that have been connected to caring in previous research (Broström, 2006;Estola, 2003;Taggart, 2011;Uitto & Syrjälä, 2008;Van Manen, 2000;Ylitapio-Mäntylä, 2013). These caring values emphasize maintaining loving relationships in particular situations, rather than fulfilling objective-like, general ethical codes (Gilligan, 1982).…”

“…For instance, values like caring, safety, democracy, human flourishing, and non-discrimination have been identified in early childhood contexts (Broström, 2006;Emilson & Johansson, 2009;Estola, 2003;Estola, Farquhar, & Puroila, 2014;Fenech, Sumsion, & Goodfellow, 2008;Hovdelien, 2013;Taggart, 2011;Ylitapio-Mäntylä, 2013). In our study, we are interested in the realization of values in the daily lives of educators at a grass-root level rather than as abstract or formalized ethical codes prompted by curricula or other official statements.…”

TOPmodels and top designers: Forms of social interaction and creativity in the TOPmodel online forums

“…The flexibility and creativeness in girls' Internet use, as well as the contents of their discussions, develop different understandings of the narrow cultural and social activities, such as fashion and beauty that are associated with girls. Girls' activities can thus be understood as discursively inscribed, various, and flowing (see also Ylitapio-Mäntylä, 2011). …”