Children’s Initiatives in the Finnish Early Childhood Education Context

Tutkimustuotos: Artikkeli kirjassa/raportissa/konferenssijulkaisussaKirjan luku tai artikkeliTieteellinenvertaisarvioitu

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Pedagogical practices in early childhood education, which embrace children’s initiatives and agency, have been found to have an effect on children’s learning and competence skills. These initiatives can be seen crucial for children’s well-being and self-motivation. However, children’s initiatives are sometimes considered only as wants and that children are incapable to express meaningful initiatives in educational settings. In this chapter, we introduce children’s initiatives in their educational settings and examine the gap between children’s experiences and teachers’ observations. Children’s initiatives exist in a myriad of ways through the daily practices and processes that nourish motivation to ultimately create meanings through actions. It is essential to focus on children’s participation as it encourages and promotes agency and motivation within early childhood development.
Alkuperäiskielienglanti
OtsikkoNordic Families, Children and Early Childhood Education
ToimittajatSusanne Garvis, Heidi Harju-Luukkainen, Sonja Sheridan, Pia Williams
Sivumäärä22
JulkaisupaikkaCham
KustantajaPalgrave Macmillan
Julkaisupäivä2019
Sivut15-36
ISBN (painettu)978-3-030-16865-0
ISBN (elektroninen)978-3-030-16866-7
DOI - pysyväislinkit
TilaJulkaistu - 2019
OKM-julkaisutyyppiA3 Kirjan tai muun kokoomateoksen osa

Julkaisusarja

NimiStudies in Childhood and Youth

Tieteenalat

  • 516 Kasvatustieteet

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Kangas, J., & Lastikka, A-L. (2019). Children’s Initiatives in the Finnish Early Childhood Education Context. teoksessa S. Garvis, H. Harju-Luukkainen, S. Sheridan, & P. Williams (Toimittajat), Nordic Families, Children and Early Childhood Education (Sivut 15-36). (Studies in Childhood and Youth). Cham: Palgrave Macmillan. https://doi.org/10.1007/978-3-030-16866-7_2
Kangas, Jonna ; Lastikka, Anna-Leena. / Children’s Initiatives in the Finnish Early Childhood Education Context. Nordic Families, Children and Early Childhood Education. Toimittaja / Susanne Garvis ; Heidi Harju-Luukkainen ; Sonja Sheridan ; Pia Williams. Cham : Palgrave Macmillan, 2019. Sivut 15-36 (Studies in Childhood and Youth).
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abstract = "Pedagogical practices in early childhood education, which embrace children’s initiatives and agency, have been found to have an effect on children’s learning and competence skills. These initiatives can be seen crucial for children’s well-being and self-motivation. However, children’s initiatives are sometimes considered only as wants and that children are incapable to express meaningful initiatives in educational settings. In this chapter, we introduce children’s initiatives in their educational settings and examine the gap between children’s experiences and teachers’ observations. Children’s initiatives exist in a myriad of ways through the daily practices and processes that nourish motivation to ultimately create meanings through actions. It is essential to focus on children’s participation as it encourages and promotes agency and motivation within early childhood development.",
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Kangas, J & Lastikka, A-L 2019, Children’s Initiatives in the Finnish Early Childhood Education Context. julkaisussa S Garvis, H Harju-Luukkainen, S Sheridan & P Williams (toim), Nordic Families, Children and Early Childhood Education. Studies in Childhood and Youth, Palgrave Macmillan, Cham, Sivut 15-36. https://doi.org/10.1007/978-3-030-16866-7_2

Children’s Initiatives in the Finnish Early Childhood Education Context. / Kangas, Jonna; Lastikka, Anna-Leena.

Nordic Families, Children and Early Childhood Education. toim. / Susanne Garvis; Heidi Harju-Luukkainen; Sonja Sheridan; Pia Williams. Cham : Palgrave Macmillan, 2019. s. 15-36 (Studies in Childhood and Youth).

Tutkimustuotos: Artikkeli kirjassa/raportissa/konferenssijulkaisussaKirjan luku tai artikkeliTieteellinenvertaisarvioitu

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AB - Pedagogical practices in early childhood education, which embrace children’s initiatives and agency, have been found to have an effect on children’s learning and competence skills. These initiatives can be seen crucial for children’s well-being and self-motivation. However, children’s initiatives are sometimes considered only as wants and that children are incapable to express meaningful initiatives in educational settings. In this chapter, we introduce children’s initiatives in their educational settings and examine the gap between children’s experiences and teachers’ observations. Children’s initiatives exist in a myriad of ways through the daily practices and processes that nourish motivation to ultimately create meanings through actions. It is essential to focus on children’s participation as it encourages and promotes agency and motivation within early childhood development.

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Kangas J, Lastikka A-L. Children’s Initiatives in the Finnish Early Childhood Education Context. julkaisussa Garvis S, Harju-Luukkainen H, Sheridan S, Williams P, toimittajat, Nordic Families, Children and Early Childhood Education. Cham: Palgrave Macmillan. 2019. s. 15-36. (Studies in Childhood and Youth). https://doi.org/10.1007/978-3-030-16866-7_2