Obstacles to dialogic encounters between parents and staff in pre-primary school
This study investigated obstacles to encounters with staff as experienced by parents in the context of institutional pre-primary education in Finland. The study contributes to education research by exploring parents’ perceptions and experiences of encounters with staff from the perspectives of Buber...
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Suomen varhaiskasvatus ry. / Early Childhood Education Association Finland
2020
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fttsvojs:oai:journal.fi:article/114141 2023-05-15T17:42:34+02:00 Obstacles to dialogic encounters between parents and staff in pre-primary school Kyrönlampi, Taina Böök, Marja-Leena Karikoski, Hannele 2020-12-18 application/pdf https://journal.fi/jecer/article/view/114141 eng eng Suomen varhaiskasvatus ry. / Early Childhood Education Association Finland https://journal.fi/jecer/article/view/114141/67340 https://journal.fi/jecer/article/view/114141 Copyright (c) 2020 Authors & Suomen Varhaiskasvatus ry. – Association for Finnish Early Childhood Education http://creativecommons.org/licenses/by/4.0 CC-BY Journal of Early Childhood Education Research; Vol. 9 No. 2 (2020); 437-455 Journal of Early Childhood Education Research; Vol 9 Nro 2 (2020); 437-455 2323-7414 obstacles to cooperation Martin Buber’s dialogic philosophy encounters parents phenomenology info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion 2020 fttsvojs 2022-02-09T23:53:38Z This study investigated obstacles to encounters with staff as experienced by parents in the context of institutional pre-primary education in Finland. The study contributes to education research by exploring parents’ perceptions and experiences of encounters with staff from the perspectives of Buber’s (1923/1987; 1947/2002) dialogic philosophy and Giorgi`s (1994) phenomenological psychology. The parent volunteers (n = 15) who participated in planning the local pre- primary education curriculum based on The National Core curriculum for Pre-primary Education 2014 (Finnish National Board of Education 2016) met three times during the 2015–2016 school year in a city in northern Finland. In the last meeting there were five parents, whose group discussion the results of this study are principally based. The parents expressed a desire for more openness and transparency regarding daily life events and practices in pre-primary schools. They also felt that power relations created barriers to cooperation in the sense that staff did not take account of parents’ perspectives on their children. The findings clarify how encounters between parents and staff crystallize in daily face-to-face discussions and suggest that dialogue between parents and staff requires time, a calm situation, a family-friendly approach, and the willingness of parents and staff to work together. Article in Journal/Newspaper Northern Finland Federation of Finnish Learned Societies: Scientific Journals Online Giorgi ENVELOPE(-45.133,-45.133,-60.767,-60.767) |
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Open Polar |
collection |
Federation of Finnish Learned Societies: Scientific Journals Online |
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fttsvojs |
language |
English |
topic |
obstacles to cooperation Martin Buber’s dialogic philosophy encounters parents phenomenology |
spellingShingle |
obstacles to cooperation Martin Buber’s dialogic philosophy encounters parents phenomenology Kyrönlampi, Taina Böök, Marja-Leena Karikoski, Hannele Obstacles to dialogic encounters between parents and staff in pre-primary school |
topic_facet |
obstacles to cooperation Martin Buber’s dialogic philosophy encounters parents phenomenology |
description |
This study investigated obstacles to encounters with staff as experienced by parents in the context of institutional pre-primary education in Finland. The study contributes to education research by exploring parents’ perceptions and experiences of encounters with staff from the perspectives of Buber’s (1923/1987; 1947/2002) dialogic philosophy and Giorgi`s (1994) phenomenological psychology. The parent volunteers (n = 15) who participated in planning the local pre- primary education curriculum based on The National Core curriculum for Pre-primary Education 2014 (Finnish National Board of Education 2016) met three times during the 2015–2016 school year in a city in northern Finland. In the last meeting there were five parents, whose group discussion the results of this study are principally based. The parents expressed a desire for more openness and transparency regarding daily life events and practices in pre-primary schools. They also felt that power relations created barriers to cooperation in the sense that staff did not take account of parents’ perspectives on their children. The findings clarify how encounters between parents and staff crystallize in daily face-to-face discussions and suggest that dialogue between parents and staff requires time, a calm situation, a family-friendly approach, and the willingness of parents and staff to work together. |
format |
Article in Journal/Newspaper |
author |
Kyrönlampi, Taina Böök, Marja-Leena Karikoski, Hannele |
author_facet |
Kyrönlampi, Taina Böök, Marja-Leena Karikoski, Hannele |
author_sort |
Kyrönlampi, Taina |
title |
Obstacles to dialogic encounters between parents and staff in pre-primary school |
title_short |
Obstacles to dialogic encounters between parents and staff in pre-primary school |
title_full |
Obstacles to dialogic encounters between parents and staff in pre-primary school |
title_fullStr |
Obstacles to dialogic encounters between parents and staff in pre-primary school |
title_full_unstemmed |
Obstacles to dialogic encounters between parents and staff in pre-primary school |
title_sort |
obstacles to dialogic encounters between parents and staff in pre-primary school |
publisher |
Suomen varhaiskasvatus ry. / Early Childhood Education Association Finland |
publishDate |
2020 |
url |
https://journal.fi/jecer/article/view/114141 |
long_lat |
ENVELOPE(-45.133,-45.133,-60.767,-60.767) |
geographic |
Giorgi |
geographic_facet |
Giorgi |
genre |
Northern Finland |
genre_facet |
Northern Finland |
op_source |
Journal of Early Childhood Education Research; Vol. 9 No. 2 (2020); 437-455 Journal of Early Childhood Education Research; Vol 9 Nro 2 (2020); 437-455 2323-7414 |
op_relation |
https://journal.fi/jecer/article/view/114141/67340 https://journal.fi/jecer/article/view/114141 |
op_rights |
Copyright (c) 2020 Authors & Suomen Varhaiskasvatus ry. – Association for Finnish Early Childhood Education http://creativecommons.org/licenses/by/4.0 |
op_rightsnorm |
CC-BY |
_version_ |
1766144443874803712 |