Newcomer object ownership negotiations when transitioning from home care to early childhood education and care in Finland
Bibliographic Data
| ID | 21685802 |
|---|---|
| Authors | Yaiza Lucas Revilla (0000-0002-1773-4188, University of Jyväskylä, corresponding author), Raija Raittila (0000-0001-7257-2129, University of Jyväskylä), Eija Sevón (0000-0002-6749-8478, University of Jyväskylä), Niina Rutanen (0000-0002-9713-3680, University of Jyväskylä) |
| Year | 2024 |
| Volume | 32 |
| Issue | 2 |
| Pages | 311-324 |
| Publication date | 2024-03-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Early Childhood Education Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1350-293X • E-ISSN: 1752-1807 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1350293x.2023.2250588 |
| OpenAlex | W4386164761 |
| Language | EN |
| Citations received | 3 |
| References cited | 44 |
For those experiencing them, educational transitions include not only the present time but are embedded within institutions that precede and extend beyond the individuals. This article explores how, as an institutional space, the early childhood education and care (ECEC) setting is (re)produced within young children’s encounters with others during a transition period. Video-recorded observations of three infant-toddlers’ first months of attendance to an ECEC setting were analysed following analytic induction and video interaction analysis. Two examples illustrating object ownership negotiations are discussed. The results show that, in their encounters with others, newcomers actively contributed to (re)producing the ECEC setting by advancing their own understandings of objects and ownership, practicing their own ways of being with objects. Moreover, the results indicate that teachers’ contributions strongly influenced the outcomes of the encounters and, consequently, the constitution of shared understandings of objects and object ownership within the ECEC setting
Attendance · Child care · Constitution · Developmental psychology · Early childhood · Early childhood education · Negotiation · Pedagogy · Political science · Social science · Sociology · Children's Rights and Participation · Early Childhood Education and Development · Innovative Education and Learning Practices · Medicine · Nursing · Psychology
A Systematic Scoping Review on the Transition of Under-3-Year-Old Children from Home to Early Childhood Education and Care
Constructing the space of transition within the early childhood education and care pedagogical environment
Pedagogical practices for the infant-toddler’s first day of transition from home care to early childhood education and care
The Sociology of Space
Interaction Analysis
“And then it’s my turn”
(In)visible perceptions of objects (‘things’) during early transitions
Toddlers’ stress during transition to childcare
Expectations and emotions concerning infant transitions to Ecec
Negotiating Ethics-in-Action in a Long-term Research Relationship with a Young Child
Tensions and challenges concerning ethics on video research with young children - experiences from an international collaboration among seven countries
Material as actor in the enactment of social norms
Relational analysis and the ethnographic approach
Evening early childhood education and care
The relationship between young children’s transitions and power
Ethnographic Studies of Children and Youth
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |