<abstract xmlns="http://www.w3.org/1999/xhtml"><p>Children’s autonomy is a cultural ideal in Finnish early childhood education and care (ECEC). In this article we examine autonomy in spatial terms. The theoretical background is developed by applying spatial sociology. Our starting point is that space is relationally produced, thus, we understand space as continuously negotiated, reconstructed and reorganized phenomena. In this article, we investigate the production of space by different actors in ECEC and seek to show how autonomy is also continuously produced and re-produced in the negotiation of space. For this investigation we use data collected as part of a team ethnographic project in a Finnish kindergarten. The project included conducting observations and interviews with parents and educators. Our research shows that autonomy is developed in multiple ways in kindergarten spaces. Educators as well as children and parents continuously produce and reproduce the kindergarten space within which children’s autonomy variously unfolds as linked to independence, freedom and responsibility in the cultural and ideological setting of a Finnish kindergarten.</p></abstract>

Children’s autonomy is a cultural ideal in Finnish early childhood education and care (ECEC). In this article we examine autonomy in spatial terms. The theoretical background is developed by applying spatial sociology. Our starting point is that space is relationally produced, thus, we understand space as continuously negotiated, reconstructed and reorganized phenomena. In this article, we investigate the production of space by different actors in ECEC and seek to show how autonomy is also continuously produced and re-produced in the negotiation of space. For this investigation we use data collected as part of a team ethnographic project in a Finnish kindergarten. The project included conducting observations and interviews with parents and educators. Our research shows that autonomy is developed in multiple ways in kindergarten spaces. Educators as well as children and parents continuously produce and reproduce the kindergarten space within which children’s autonomy variously unfolds as linked to independence, freedom and responsibility in the cultural and ideological setting of a Finnish kindergarten.

Kindergarten space and autonomy in construction – Explorations during team ethnography in a Finnish kindergarten

Journal of Pedagogy

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Children’s autonomy is a cultural ideal in Finnish early childhood education and care (ECEC). In this article we examine autonomy in spatial terms. The...

Kindergarten space and autonomy in construction – Explorations during team ethnography in a Finnish kindergarten

Data publikacji: 31 lip 2018

Zakres stron: 45 - 64

DOI: https://doi.org/10.2478/jped-2018-0003

Słowa kluczowe
space, autonomy, early childhood education and care, team ethnography

© 2018 Mari Vuorisalo et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Kindergarten space and autonomy in construction – Explorations during team ethnography in a Finnish kindergarten

Data publikacji: 31 lip 2018

Zakres stron: 45 - 64

DOI: https://doi.org/10.2478/jped-2018-0003

Słowa kluczowespace, autonomy, early childhood education and care, team ethnography

© 2018 Mari Vuorisalo et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Słowa kluczowe
space, autonomy, early childhood education and care, team ethnography