Fluctuating child–staff ratio

Governing by numbers in finnish early childhood education

Datos Bibliográficos

ID12272196
AutoresMaiju Paananen (0000-0002-1072-1923, Tampere University, autor de correspondencia)
Año2019
Volumen29
Número1-2
Páginas158-176
Fecha de publicación2019-11-20
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaInternational Studies in Sociology of Education (JOURNAL)
Identificadores de la revistaISSN: 0962-0214 • E-ISSN: 1747-5066
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/09620214.2019.1692688
OpenAlexW2989839414
IdiomaEN
Citas recibidas5
Referencias citadas33

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 policy documents. The concepts of assemblage are used to explore how child–staff ratio receives various roles in steering the everyday life of preschools. The paper also explores the roles of teachers in the policy assemblages related to child–staff ratio. Focusing on these local-level practices, the article demonstrates that teachers are central components of the fluctuating ECE policy assemblages that involve governing by numbers

Corporate governance · Developmental psychology · Early childhood · Early childhood education · Economics · Everyday life · Management · Pedagogy · Political science · Sociology · Software deployment · Children's Rights and Participation · Early Childhood Education and Development · Engineering · Global Educational Policies and Reforms · Psychology