Agency, guidance and gender – interrelated aspects of early childhood education settings
Agency, guidance and gender – interrelated aspects of early childhood education settings
复制标题
机构、指导和性别——幼儿教育环境中相互关联的方面
DOI：
10.1080/03004279.2019.1620305
复制
发表时间：
2020
期刊：
影响因子：
1
通讯作者：
Mia Heikkilä
中科院分区：
文献类型：
--
作者：
Anna Rantala;Mia Heikkilä
摘要社会交往是幼儿园生活的一部分，了解幼儿园社会生活是如何构成的是很重要的。在幼儿教育环境中，儿童在不同的方向上由教师和彼此指导和培养。这篇文章的总体目标是促进更深入地了解儿童的机构是如何作为一种不断性别化的社会活动来进行的，以及这是如何受到他们从教师那里得到的指导的影响。机构、性别和指导之间的关系受到审查。通过使用福柯的概念，纪律和权力，结合对童年和性别秩序的理解，这是探索。经验材料包括在两个学龄前学校的人种学观察，结果显示如何机构，性别和指导需要被理解为关系过程时，突出儿童的社会生活在欧洲经委会方面。
ABSTRACT Social interaction is one of the many things what preschool life is about, and how social life is constituted is of importance to understand. In early childhood education settings, children are guided and fostered by teachers and by each other in different directions. The overall aim of the article is to make a contribution to a deeper understanding of how children’s agency is performed as a constantly gendered social activity and how this is affected by the guidance they receive from teachers. The relationship between agency, gender and guidance is scrutinised. By using Foucault’s concepts discipline and power in combination with understandings of childhood and gender order this is explored. The empirical material consists of ethnographic observations in two preschools, and the results show how agency, gender and guidance need to be understood as relational processes when highlighting aspects of children’s social life in ECE.