Relational constitution of small group pedagogy in ECEC
RAIJA RAITTILA, University of Jyväskylä, Finland
The aim of the study is to combine the theoretical ideas of relational sociology with analysis of ECEC pedagogical space small group pedagogy as special point of view. The project has relationship to the research of relational pedagogical space (Vuorisalo, Rutanen & Raittila 2013) and research of small group pedagogy (Raittila, 2013). Theoretical frame draw from relational sociology (Donati, 2015; Powell & Depelteau, 2013; Prandini, 2015). This refers to in relational flow constructed pedagogical space that intertwines educators’ pedagogical work and occasions for children’s initiatives. New way to organise children's day as small group pedagogy produces a new kind of childhood spatiality and pedagogical environment. Paradigm: Relational sociology; Methodology: Ethnography; Methods: Participant observation, interview of teachers and children. The ethnographic data (pen-paper notes, teachers’ individual and group interviews (N=19) and children’s (N=12) interviews and video clips). Relational construction of pedagogical space in small groups is analysed qualitatively. An informed consent has been obtained from children’s parents, children, teachers and the daycare centres. The participants will be kept anonymous. The construction of the relational pedagogical space of small groups is a complex issue depending on the integration of many aspects: teacher’s competence to combine continuous and momentary aims, children’s personal needs, organising the shared work between teachers and management of kindergarten. The results show that attention should be payed to the possibility of teachers' work teams to 1) brighten the grounds of the use of small groups as pedagogical “tool” and 2) discuss the basic significance of small group pedagogy
Keywords: small group pedagogy, relational sociology, ethnography, Finnish early childhood education, pedagogical space
