Projektdetaljer
Beskrivelse
Good transitions are important for children’s wellbeing in ECEC (Nystad et al. 2021), but observational studies show signs of distress and the tendency for staff to overlook children’s silent struggles during transitions (Datler et al. 2012). The study refers to previous work exploring children’s agency and perspectives (Koch 2019, 2018).
The research draws upon theories of wellbeing of young children (Seland et al. 2015, Koch 2016) and the idea that pedagogues work sensitively towards children’s perspectives with pedagogical tact (van Manen 1991).
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Research Question
Policies prescribes professionals to involve children’s perspectives in all issues of importance to children.
How do parents and pedagogues handle emotional con-flicts during the settling-in process? And how are chil-dren’s agencies and possibilities of being listened to dur-ing transition to ECEC?
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Focus
Parents are interviewed about their emotional and associated experiences before, during and after their children’s transition from home to ECEC. Special focus is paid to dilemmas during the settling-in process, children’s reactions and agencies - and the way pedagogues handle and practice pedagogy during transition.
The method includes document analysis, observations and interviews within a qualitative interpretive research paradigm (Denzin&Lincoln 2018).
The research draws upon theories of wellbeing of young children (Seland et al. 2015, Koch 2016) and the idea that pedagogues work sensitively towards children’s perspectives with pedagogical tact (van Manen 1991).
________________________________________
Research Question
Policies prescribes professionals to involve children’s perspectives in all issues of importance to children.
How do parents and pedagogues handle emotional con-flicts during the settling-in process? And how are chil-dren’s agencies and possibilities of being listened to dur-ing transition to ECEC?
________________________________________
Focus
Parents are interviewed about their emotional and associated experiences before, during and after their children’s transition from home to ECEC. Special focus is paid to dilemmas during the settling-in process, children’s reactions and agencies - and the way pedagogues handle and practice pedagogy during transition.
The method includes document analysis, observations and interviews within a qualitative interpretive research paradigm (Denzin&Lincoln 2018).
| Kort titel | Settling-in |
|---|---|
| Status | Afsluttet |
| Effektiv start/slut dato | 01/02/23 → 31/01/24 |
Emneord
- Børn og unge