Loading...
Values in English and Swedish pre-school teachers: a comparative study in early childhood settings
Stanley, Faye
Stanley, Faye
Authors
Editors
Other contributors
Affiliation
Epub Date
Issue Date
2024-08-26
Submitted date
Alternative
Abstract
This doctoral case study research aims to explore the values of English and Swedish pre-school teachers, focusing on their roles and the experiences they provide for 3 and 4-year-old children. Values are beliefs held by individuals to which they attach special worth or priority; and this research recognises that values are personalised and shaped by the social, cultural and political contexts in which the teachers are situated and they act as a prism through which practice is realised. The theoretical framework titled, situated pedagogy is used to help contextualise. Two ‘day in the life of’ videos were filmed (in a Swedish and an English pre-school) using polyvocal ethnography to capture two teachers’ multiple ‘voices’. This aim was to ascertain their values through ongoing dialogue, telling and retelling of their ‘stories’ provoked by their reflections on the video footage. The findings revealed many similarities in the teachers’ values, especially regarding relationships, a play-based pedagogy, valuing parents as partners, the layout of the environment and types of resources utilised, valuing the voice and rights of the child. It is concluded that these similarities are shaped by the underpinning educational policy and the curricula in the teachers’ respective countries.
Citation
Stanley, F. and Lalli, G.S. (2025) Values in English and Swedish Pre School Teachers: a comparative case study in early childhood settings, European Early Childhood Education Research Journal, 33 (3), pp. 451-465 DOI: 10.1080/1350293X.2024.2392855
Publisher
Research Unit
PubMed ID
PubMed Central ID
Embedded videos
Additional Links
Type
Journal article
Language
en
Description
© 2024 The Authors. Published by Routledge (Taylor & Francis). This is an open access article available under a Creative Commons licence. The published version can be accessed at the following link on the publisher’s website: https://doi.org/10.1080/1350293X.2024.2392855
Series/Report no.
ISSN
1350-293X
EISSN
1752-1807