Maiju Paananen
Dados Biográficos
| ID | 88743 |
|---|---|
| NOME | Maiju Paananen |
| PRENOMES | Maiju |
| SOBRENOME | Paananen |
| ASSINATURA | PAANANEN M |
| AFILIAÇÕES | Tampere University |
| ORCID | 0000-0002-1072-1923 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAÇÕES | 10 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2017 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Standing at the door
Expectations about parents’ role in their children’s education are changing, and parental involvement has long been one of the central focuses of educational scholars, legislators and policymakers. This paper seeks to take this discussion further by, using the sociomaterial approach to understand parental involvement and, more particularly, how parents’ positions are produced in the early childhood education and care (ECEC) institution. Through e…
Sociomaterial production of parents’ positions in the Ecec institution
Much of the discussion about parents’ positions in the early childhood education and care (ECEC) institution relates to the discussion of ECEC quality, in which parental involvement is a key factor. This article suggests that focusing on the sociomaterial nature of the reality, including quality, will help to furnish a more nuanced view of how parents’ positions within the ECEC institution are shaped. The concept of assemblage is used as a tool t…
Staying with the trouble of datafication in early childhood education
Machinic assemblages—The role of school policies in producing children's sense of agency
This paper presents an account of how children's sense of agency is produced in machinic assemblages. The ethnographic data used in this study originated in one elementary school classroom. By utilising children's own expressions of their agency and by examining the machinic assemblages in which these expressions were produced, we demonstrate that school policies are not merely a background for schools' mundane practices. Rather, when combined wi…
Slow violence in the micro-regimes of early childhood education
Policies of interlude and interruption
The early childhood education (ECE) sector has been subjected to increased governance, which has manifested in an increased focus on monitoring and steering the daily life of preschools. It is well documented that instruments of governance change teachers’ priorities and practices. Changes are not always in line with the aims of the governing instrument. Empirical studies concerning governance in children’s everyday lives have been rarer. Underst…
Activity-tracking assemblages in Finnish early childhood education and care
Children's activity-trackers have recently gained popularity to ensure sufficient exercise for children attending Finnish Early Childhood Education and Care settings. Device manufacturers collaborate with public and private providers and supply children with bracelets that measure activity. We interviewed staff who used trackers during 2021, and approach these technologies as assemblages where devices are entangled with discourses, rules and prac…
Ordinary’ and ‘diverse’ families. A case study of family discourses by Finnish early childhood education and care administrators
The increased family diversity is a major global trend. Although family configurations are also diverse in contemporary Finland, it has been argued that Finnish family policies and institutional understanding of family life continues to focus on the heteronormative two-parent family with a native Finnish background. To address this issue, we analysed Finnish family discourses through qualitative interviews with early childhood education and care …
Epistemic governance in local policy debates
In Finland, children below school age have enjoyed the right to attend subsidised full-time early childhood education and care (ECEC). However, the attendance rate in Finland is low in comparison to other Nordic countries. Furthermore, the entitlement was restricted to 20 h per week in 2016 unless the child’s parents work or study full-time or unless it is believed that the child will benefit from full-time ECEC. The debates concerning restrictio…
Fluctuating child–staff ratio
This article explores the deployment of numerical criteria in the practices of steering by presenting a local case of governing early childhood education (ECE). In this case, a specific numerical tool for governance, namely, child–staff ratio is used in various ways in the everyday life of preschools. This paper uses data from interviews of preschool teachers and city administrators in charge of organization of ECE in one Finnish municipality and…
The imaginaries that survived
This ethnographic study, carried out in public kindergartens in Finland, traces the enactments of the societal roles of early childhood education. It highlights how the intertwining of governing tools and discourses related to early childhood education’s societal role participates in the formation of daily life in kindergarten. The concept of “imaginary” is used as an analytical tool. The study argues that intensification measures together with t…
Policies of interlude and interruption
The early childhood education (ECE) sector has been subjected to increased governance, which has manifested in an increased focus on monitoring and steering the daily life of preschools. It is well documented that instruments of governance change teachers’ priorities and practices. Changes are not always in line with the aims of the governing instrument. Empirical studies concerning governance in children’s everyday lives have been rarer. Underst…
Activity-tracking assemblages in Finnish early childhood education and care
Children's activity-trackers have recently gained popularity to ensure sufficient exercise for children attending Finnish Early Childhood Education and Care settings. Device manufacturers collaborate with public and private providers and supply children with bracelets that measure activity. We interviewed staff who used trackers during 2021, and approach these technologies as assemblages where devices are entangled with discourses, rules and prac…
Ordinary’ and ‘diverse’ families. A case study of family discourses by Finnish early childhood education and care administrators
The increased family diversity is a major global trend. Although family configurations are also diverse in contemporary Finland, it has been argued that Finnish family policies and institutional understanding of family life continues to focus on the heteronormative two-parent family with a native Finnish background. To address this issue, we analysed Finnish family discourses through qualitative interviews with early childhood education and care …
Fluctuating child–staff ratio
This article explores the deployment of numerical criteria in the practices of steering by presenting a local case of governing early childhood education (ECE). In this case, a specific numerical tool for governance, namely, child–staff ratio is used in various ways in the everyday life of preschools. This paper uses data from interviews of preschool teachers and city administrators in charge of organization of ECE in one Finnish municipality and…
Epistemic governance in local policy debates
In Finland, children below school age have enjoyed the right to attend subsidised full-time early childhood education and care (ECEC). However, the attendance rate in Finland is low in comparison to other Nordic countries. Furthermore, the entitlement was restricted to 20 h per week in 2016 unless the child’s parents work or study full-time or unless it is believed that the child will benefit from full-time ECEC. The debates concerning restrictio…
The imaginaries that survived
This ethnographic study, carried out in public kindergartens in Finland, traces the enactments of the societal roles of early childhood education. It highlights how the intertwining of governing tools and discourses related to early childhood education’s societal role participates in the formation of daily life in kindergarten. The concept of “imaginary” is used as an analytical tool. The study argues that intensification measures together with t…
Epistemic governance in local policy debates
In Finland, children below school age have enjoyed the right to attend subsidised full-time early childhood education and care (ECEC). However, the attendance rate in Finland is low in comparison to other Nordic countries. Furthermore, the entitlement was restricted to 20 h per week in 2016 unless the child’s parents work or study full-time or unless it is believed that the child will benefit from full-time ECEC. The debates concerning restrictio…
Fluctuating child–staff ratio
This article explores the deployment of numerical criteria in the practices of steering by presenting a local case of governing early childhood education (ECE). In this case, a specific numerical tool for governance, namely, child–staff ratio is used in various ways in the everyday life of preschools. This paper uses data from interviews of preschool teachers and city administrators in charge of organization of ECE in one Finnish municipality and…
Ordinary’ and ‘diverse’ families. A case study of family discourses by Finnish early childhood education and care administrators
The increased family diversity is a major global trend. Although family configurations are also diverse in contemporary Finland, it has been argued that Finnish family policies and institutional understanding of family life continues to focus on the heteronormative two-parent family with a native Finnish background. To address this issue, we analysed Finnish family discourses through qualitative interviews with early childhood education and care …
Policies of interlude and interruption
The early childhood education (ECE) sector has been subjected to increased governance, which has manifested in an increased focus on monitoring and steering the daily life of preschools. It is well documented that instruments of governance change teachers’ priorities and practices. Changes are not always in line with the aims of the governing instrument. Empirical studies concerning governance in children’s everyday lives have been rarer. Underst…
Activity-tracking assemblages in Finnish early childhood education and care
Children's activity-trackers have recently gained popularity to ensure sufficient exercise for children attending Finnish Early Childhood Education and Care settings. Device manufacturers collaborate with public and private providers and supply children with bracelets that measure activity. We interviewed staff who used trackers during 2021, and approach these technologies as assemblages where devices are entangled with discourses, rules and prac…
Sociomaterial production of parents’ positions in the Ecec institution
Much of the discussion about parents’ positions in the early childhood education and care (ECEC) institution relates to the discussion of ECEC quality, in which parental involvement is a key factor. This article suggests that focusing on the sociomaterial nature of the reality, including quality, will help to furnish a more nuanced view of how parents’ positions within the ECEC institution are shaped. The concept of assemblage is used as a tool t…
Staying with the trouble of datafication in early childhood education
Machinic assemblages—The role of school policies in producing children's sense of agency
This paper presents an account of how children's sense of agency is produced in machinic assemblages. The ethnographic data used in this study originated in one elementary school classroom. By utilising children's own expressions of their agency and by examining the machinic assemblages in which these expressions were produced, we demonstrate that school policies are not merely a background for schools' mundane practices. Rather, when combined wi…
Slow violence in the micro-regimes of early childhood education
Standing at the door
Expectations about parents’ role in their children’s education are changing, and parental involvement has long been one of the central focuses of educational scholars, legislators and policymakers. This paper seeks to take this discussion further by, using the sociomaterial approach to understand parental involvement and, more particularly, how parents’ positions are produced in the early childhood education and care (ECEC) institution. Through e…
Sociology (9 obras) · Early childhood education (8 obras) · Political science (8 obras) · Pedagogy (7 obras) · Psychology (7 obras) · Children's Rights and Participation (5 obras) · Developmental psychology (5 obras) · Early Childhood Education and Development (5 obras) · Social science (5 obras) · Corporate governance (4 obras)