JECER 4(2), 2015

Table of Contents JECER 4(2), 2015

1. Pre-primary school teachers’ approaches to mathematics education in Finland

Björklund, C. JECER 4(2), 2015, p. 69–92.

The purpose of this small-scale study is to examine Finnish pre-primary teachers’ approaches to mathematics education. Qualitative analyses from six in-depth interviews reveal different strategies and goals. The teachers describe themselves as the facilitating participant, express that mathematics should be framed in playful settings, and assume that it is to be learnt indirectly.

2. Does group size matter in preschool teacher’s work? The skills teachers emphasise for children in preschool groups of different size

Williams, P., Sheridan, S., Harju-Luukkainen, H. & Pramling Samuelsson, I. JECER 4(2), 2015, p. 93–108.

In recent years there has been a debate in the Nordic countries about group size in preschool and how it affects preschool teachers’ work and children’s wellbeing and learning. The aim of this article is to analyse and discuss how preschool teachers’ working with child groups of different sizes view the conditions for children’s learning and development related to different abilities and skills.

3. Sukupuolen representaatiot lastenmainosten äänimaailmassa

Martti, P. JECER 4(2), 2015, p. 109-133.

Marketing rhetoric uses indirect influencing e.g. non-linguistic elements. Consequently, it is relevant to pay attention to the soundscape of advertisements. The study described in this article examined how the Finnish commercials aimed at children use sound as a medium of influence. The semantic content of speech was excluded from the examination and the focus was on the music, sound effects, and non-linguistic elements of speech such as prosody.

4. Vakaumukselliset vasut? Uskonto- ja katsomuskasvatuksen diskursiivinen rakentuminen varhaiskasvatussuunnitelmissa

Itäkare, S. JECER 4(2), p. 134-158.

In this article the discursive construction of religious and philosophical education is examined in curricula on early childhood education and care (ECEC) in Finland. Religious education pedagogy acts as a theoretical background of this study. The data are analyzed by critical discourse analysis. The data of this research consist of Varhaiskasvatussuunnitelman perusteet (National Curriculum Guidelines on Early Childhood Education and Care) (2003/2007), Helsingin varhaiskasvatussuunnitelma (”Early Childhood Education and Care Curriculum of City of Helsinki”) (2007), and four unit-specific curricula of day care centres in Helsinki. One of those centres is municipal and three are private with religious background.

5. Lasten yhteenkuuluvuuden rakentuminen päiväkotiarjen pienissä kertomuksissa

Juutinen, J. JECER 4(2), p. 159-179.

This study explores the construction of children’s belonging through the small stories of daily life in two day-care centres. The theoretical premise of the study is the politics of belonging, referring to those mechanisms and processes by which belonging is constructed and produced. The methodology of the study is based on a narrative approach. The small stories were constructed by the researchers basing on the observations and the recorded data of interactions between the children, the practitioners and the researchers during daily life in two day-care groups.