Abstract
Over the last decade research in the pedagogical field has identified relational competence (Juul & Jensen, 2002) as crucial for developmentally supportive interaction between the professional and the child (Jensen et al., 2015; Jones et al., 2013). However, we do not know much about how relational competence is developed in an educational setting. Hence, the research question of my PhD project is this: How do pedagogy students learn about relation building during their internship in Danish day care institutions?
The concept and current understanding of relational competence is mainly rooted in psychology. In my project I apply phenomenology as theoretical and methodological approach, focusing on the negative experience of learning (Buck, 2019; Brinkmann, 2019, 2015, 2020; Rödel, 2015; Benner, 2005). Central to the concept of relational competence is the ability to see the child as a unique being. But rather than explaining this seeing with
reference to a certain ability inherent in the subject; a psychological trait or mental ability, a skill or a craft or a competence, I want to focus on the way the perspective of the child shows itself and is experienced by the adult students. My preliminary analyses has uncovered that negative experiences play a crucial role in becoming aware of the perspective of the child; an experience of exactly not understanding and not being able to see the world as the child sees it; an experience of the limitations of present competences and knowledge.
The concept and current understanding of relational competence is mainly rooted in psychology. In my project I apply phenomenology as theoretical and methodological approach, focusing on the negative experience of learning (Buck, 2019; Brinkmann, 2019, 2015, 2020; Rödel, 2015; Benner, 2005). Central to the concept of relational competence is the ability to see the child as a unique being. But rather than explaining this seeing with
reference to a certain ability inherent in the subject; a psychological trait or mental ability, a skill or a craft or a competence, I want to focus on the way the perspective of the child shows itself and is experienced by the adult students. My preliminary analyses has uncovered that negative experiences play a crucial role in becoming aware of the perspective of the child; an experience of exactly not understanding and not being able to see the world as the child sees it; an experience of the limitations of present competences and knowledge.
| Translated title of the contribution | At lære fra negative erfaringer: – professionel relationsdannelse i daginstitutioner |
|---|---|
| Original language | English |
| Publication date | Sept 2022 |
| Number of pages | 4 |
| Publication status | Published - Sept 2022 |