View in EDS HTML Full Text PDF Full Text

Early childhood professionals' pedagogical decision making.

Saved in:
Bibliographic Details
Title: Early childhood professionals' pedagogical decision making.
Authors: Waltzer, Katariina1 (AUTHOR) katariina.waltzer@uef.fi, Kärkkäinen, Sirpa2 (AUTHOR), Havu-Nuutinen, Sari2 (AUTHOR)
Source: International Journal of Early Years Education. Jun2025, Vol. 33 Issue 2, p261-271. 11p.
Subject Terms: *Early childhood education, *Educational quality, *Education research, Decision making in children, Practical nurses
Abstract: The present study sought to determine how and where pedagogical decisions are made, as well as how such pedagogical decisions construct pedagogy, in the early childhood education context. The data was collected through interviews conducted with 46 early childhood education professionals, both teachers and practical nurses. The questions focused on the participants' perceptions of the children's learning and their own role in the process. Both data-based and theory-driven analyses were employed. The theory-driven analysis was based on the ecological dimensions introduced by Bronfenbrenner [Bronfenbrenner, Urie. 1976. "The Experimental Ecology of Education." Educational Researcher 5 (9): 5–15. https://doi.org/10.3102/0013189X005009005] and Sheridan (Sheridan, Sonja. 2007. "Dimensions of Pedagogical Quality in Preschool." International Journal of Early Years Education 15 (2): 197–217. https://doi.org/10.1080/09669760701289151, 2009. "Discerning Pedagogical Quality in Preschool." Scandinavian Journal of Educational Research 53 (3): 245–261. https://doi.org/10.1080/00313830902917295). We found that teachers and practical nurses generally make pedagogical decisions based on their knowledge of child development. Moreover, they use their knowledge of pedagogy and learning theories when making decisions as they make plans for the child or a group of children in advance. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 185528067
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Early childhood professionals' pedagogical decision making.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Waltzer%2C+Katariina%22">Waltzer, Katariina</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> katariina.waltzer@uef.fi</i><br /><searchLink fieldCode="AR" term="%22Kärkkäinen%2C+Sirpa%22">Kärkkäinen, Sirpa</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Havu-Nuutinen%2C+Sari%22">Havu-Nuutinen, Sari</searchLink><relatesTo>2</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Early+Years+Education%22">International Journal of Early Years Education</searchLink>. Jun2025, Vol. 33 Issue 2, p261-271. 11p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+quality%22">Educational quality</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+making+in+children%22">Decision making in children</searchLink><br /><searchLink fieldCode="DE" term="%22Practical+nurses%22">Practical nurses</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The present study sought to determine how and where pedagogical decisions are made, as well as how such pedagogical decisions construct pedagogy, in the early childhood education context. The data was collected through interviews conducted with 46 early childhood education professionals, both teachers and practical nurses. The questions focused on the participants' perceptions of the children's learning and their own role in the process. Both data-based and theory-driven analyses were employed. The theory-driven analysis was based on the ecological dimensions introduced by Bronfenbrenner [Bronfenbrenner, Urie. 1976. "The Experimental Ecology of Education." Educational Researcher 5 (9): 5–15. https://doi.org/10.3102/0013189X005009005] and Sheridan (Sheridan, Sonja. 2007. "Dimensions of Pedagogical Quality in Preschool." International Journal of Early Years Education 15 (2): 197–217. https://doi.org/10.1080/09669760701289151, 2009. "Discerning Pedagogical Quality in Preschool." Scandinavian Journal of Educational Research 53 (3): 245–261. https://doi.org/10.1080/00313830902917295). We found that teachers and practical nurses generally make pedagogical decisions based on their knowledge of child development. Moreover, they use their knowledge of pedagogy and learning theories when making decisions as they make plans for the child or a group of children in advance. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=185528067
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/09669760.2023.2261496
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 261
    Subjects:
      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: Educational quality
        Type: general
      – SubjectFull: Education research
        Type: general
      – SubjectFull: Decision making in children
        Type: general
      – SubjectFull: Practical nurses
        Type: general
    Titles:
      – TitleFull: Early childhood professionals' pedagogical decision making.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Waltzer, Katariina
      – PersonEntity:
          Name:
            NameFull: Kärkkäinen, Sirpa
      – PersonEntity:
          Name:
            NameFull: Havu-Nuutinen, Sari
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Text: Jun2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 09669760
          Numbering:
            – Type: volume
              Value: 33
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: International Journal of Early Years Education
              Type: main
ResultId 1