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1

EXPLORING PEDAGOGUES’ UNDERSTANDING AND DETECTION OF VULNERABILITY IN DANISH EARLY CHILDHOOD EDUCATION AND CARE

100%
Madsen Theilmann B.
Pedagogický časopis (Journal of Pedagogy)
|
2023
|
vol. 14
|
issue 1
137 – 156
EN
The conceptualisation of vulnerability among Danish pedagogues in the context of early childhood education and care (ECEC) is framed by both Danish legislation (Dagtilbudsloven, 2020) and key pedagogical concepts such as well-being, learning, development and formation (Ministry of Children and Education, 2020). Employing a phenomenological approach, this study investigated how pedagogues perceive vulnerability through interviews conducted with 15 informants. Drawing on Abbott’s key concepts of jurisdiction, diagnosis, inference and treatment, the collected data are operationalised to discern pedagogues´ different understandings of vulnerability. The findings highlight the inherent ambiguity surrounding pedagogues’ comprehension of vulnerability, closely tied to their primary responsibilities within the ECEC setting, namely, promoting well-being, facilitating learning, fostering development and enabling formation. The implications of the study shed light on the challenges faced by pedagogues in identifying vulnerability within ECEC, which encompasses both “traditional” and “new” understandings. Pedagogues tend to focus on detecting individual factors, such as personality traits and developmental disorders, or contextual factors related to a child’s family background, without considering the institutional context as a potential source of vulnerability production. This study emphasises the importance of re-evaluating current approaches to vulnerability detection in ECEC, particularly with regard to children in vulnerable positions.
2

FUN AND LAUGHTER PROMOTE WELL-BEING IN EARLY CHILDHOOD EDUCATION AND CARE: PEDAGOGY OF FUN AND BIG HUMOUR

63%
Boye Koch A.
Pedagogický časopis (Journal of Pedagogy)
|
2023
|
vol. 14
|
issue 1
37 – 57
EN
In Danish early childhood education and care (ECEC), fun is often emphasised as a key pedagogical tool but is used rather unreflexively. While well-being and happiness have been studied in various ways, the potential of fun is not included in theoretical discussions regarding happiness and well-being, although most people identify having fun as a fundamental reason for being happy. A researcher and three student assistants spent six months in three ECEC settings with a focus on episodes characterised by fun and laughter. Participant observation and interviews were conducted. Empirical data illustrate how fun appears in ECEC as laughter, smiles, attentiveness, intensity and ecstasy. Fun arises momentarily in a sense of lightness and freedom, as a means of communication, in physical play, when rules and expectations are broken, in frivolous references to lower body functions and in experiences of excitement. Pedagogues use fun based on child sensitivity, improvisation, courage to let go of control, informality, energy and a sense of humour. Danish humour philosophy distinguishes between small humour and big humour. Pedagogues with the ability to practice big humour are preferred in order to establish an ECEC culture characterised by fun, laughter and episodes of small humour that promote well-being in children.
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