6533b820fe1ef96bd1279a93
RESEARCH PRODUCT
Teachers' contribution to the social life in Finnish preschool classrooms during structured learning sessions
Maritta HännikäinenPirjo-liisa PoikonenJenni SalminenHelena Rasku-puttonensubject
Social Psychologymedia_common.quotation_subjectteacher-child interactionPediatricsPeer relationsSocial lifeesikouluFriendshipsosiaalinen elämäPedagogyDevelopmental and Educational Psychologyta516Observational studyThematic analysiskvalitatiivinen tutkimusStructured predictionPsychologyTeacher supportmedia_commonQualitative researchdescription
This study aimed to clarify and deepen the knowledge on and understanding of the role that teachers’ practices during teacher-led learning sessions play in creating and enhancing social life in Finnish preschool classrooms. Observational data pertaining to 20 preschool teachers were analysed according to the principles of thematic analysis. Four identified themes reflected teachers’ contribution to social life in preschool classrooms in relation to their practices under different group compositions: (1) managing children’s peer-relations; (2) promoting the coherence of the group; (3) supporting individual child as a part of group; and (4) discussing friendship and respectfulness. As a conclusion, the four themes indicated two aspects of teacher support provided for social life: managerial/organisational and emotional. The findings are useful for raising teachers’ awareness of the importance of social life, especially when transitions to new educational contexts are timely. peerReviewed
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2013-05-10 | Early Child Development and Care |