Abstract
This research explored how values are communicated in everyday life at preschool. This narrative inquiry focused on how values are conveyed through the use of a material artefact, a chart with traffic lights, as a communication and pedagogical tool. Twenty children aged 3–4 years in one Finnish preschool were involved in the initial data collection, together with five practitioners. The initial research data consisted of observations and video records from activities in the preschool. On three subsequent occasions across an 18-month period, further reflective discussions were held with the same practitioners about using the traffic lights as a pedagogical tool. The findings highlighted that opposite values, like practitioners’ discipline and children’s right to participate, could be communicated around the same practice. Telling and retelling stories about everyday pedagogical work, such as use of the chart with traffic lights, made practitioners more aware about ethical aspects of early childhood education and also revealed something about their emotions and morality. While values statements are written into the curriculum, values in practice are constantly communicated through the social, cultural and the material environment.
Résumé
Cette étude porte sur la communication des valeurs dans la vie quotidienne au préscolaire. Cette enquête narrative est axée sur la façon dont les valeurs sont transmises grâce à un artefact matériel utilisé comme outil de communication et pédagogique. Dans ce cas, il s’agit d’un tableau équipé de feux de circulation. Vingt enfants âgés de 3 à 4 ans d’un centre préscolaire finlandais ainsi que cinq professionnels ont été impliqués dans la collecte initiale de données. Les données de cette étude initiale sont constituées des observations et des enregistrements vidéo d’activités dans le centre. À trois reprises ultérieures sur une période de 18 mois, des discussions de réflexion ont été tenues avec les mêmes professionnels sur l’utilisation des feux de circulation comme outil pédagogique. Les résultats ont mis en évidence que des valeurs opposées, comme la discipline demandée par les professionnels et le droit des enfants à participer, pouvaient être communiquées pour la même pratique. Le fait de raconter et répéter des histoires sur le travail pédagogique au quotidien, comme sur l’utilisation du tableau avec les feux de circulation, a sensibilisé les professionnels aux aspects éthiques de l’éducation de la petite enfance et leur a également révélé des informations sur leurs émotions et leur morale. Alors que certains énoncés de valeurs sont inscrits au programme, dans la pratique les valeurs sont constamment transmises à travers l’environnement social, culturel et matériel.
Resumen
Esta investigación ha analizado cómo se comunican los valores en la vida cotidiana en los centros preescolares. La presente investigación narrativa se ha centrado en cómo se transmiten los valores mediante el uso de un artefacto material, un gráfico con luces de semáforo, como herramienta comunicativa y pedagógica. En la recopilación inicial de información en un centro preescolar finlandés participaron veinte niños de edades comprendidas entre los 3 y los 4 años, junto con cinco profesionales. La información de la investigación inicial estuvo formada por observaciones y grabaciones en vídeo de actividades en el centro preescolar. En tres ocasiones posteriores, a lo largo de un período de 18 meses, se celebraron debates de reflexión con los mismos profesionales acerca del uso de las luces de semáforo como herramienta pedagógica. Los resultados de la investigación pusieron de manifiesto que era posible comunicar valores contrapuestos, como la disciplina en el caso de los profesionales y el derecho a participar en el caso de los niños, mediante la misma práctica. Contar una y otra vez historias acerca de la labor pedagógica de cada día, como el uso del gráfico con luces de semáforo, permitió a los profesionales ser más conscientes de los aspectos éticos de la educación infantil temprana, además de resultar revelador en lo relativo a sus emociones y moralidad. Mientras las declaraciones de valores se escriben en el programa escolar, en la práctica los valores se comunican constantemente a través del entorno social, cultural y material.
Notes
BELONG-project (From exclusion to belonging: Developing narrative practices in day care centers and schools) and ValuEd-project (Values Education in Nordic Preschools: Basis of Education for Tomorrow).
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Acknowledgements
This study was funded by NordForsk (Values education in Nordic preschools—Basis of education for tomorrow; Project Number 53581) and the Academy of Finland (From exclusion to belonging: Developing narrative practices in day care centers and schools; Project Number 264370). Author Jaana Juutinen has also received funding from the Finnish Cultural Foundation, North Ostrobothnia Regional fund and Mannerheim League for Child Welfare. We also want to thank our Nordic research colleagues for their constructive comments for this article.
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Juutinen, J., Viljamaa, E. A Narrative Inquiry about Values in a Finnish Preschool: The Case of Traffic Lights. IJEC 48, 193–207 (2016). https://doi.org/10.1007/s13158-016-0165-1
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DOI: https://doi.org/10.1007/s13158-016-0165-1