Childlife 2024

Beskrivelse

Oplæg til session på Childlife konferencen om situeret pædagogisk faglighed.
Situated professionalism as sustainable pedagogical practice?
Pedagogical professionalism in a daycare context has in recent years been the focal point of discussions on how to create better pedagogical quality through the development of pedagogical professionalism. Drawing on empirical data from the research project "Smaller Child Groups - Higher Quality," this presentation will analyze how the pedagogical work with smaller child groups and children's perspectives can help delineate nuances of pedagogical professionalism as a situated phenomenon. Professionalism is examined as something that can be delineated through educators' daily and contradictory work in the daycare institution, as a situated and exploratory professionalism (see also Højholt & Mardahl, 2023 in prep.; Røn Larsen & Stanek, 2016), and thus as something other and more than the measurable parameters and individual professional competencies. Pedagogical professionalism is thus also about the concrete work that educators do every day with the children and parents, and about mingling ambiguous problems and collaborating on behalf of the children to support children’s everyday lives within and across the daycare institution and home.

Methodologically, the paper draws on participant observations among children and pedagogues at four Danish Early Childhood institutions in marginalized residential areas. Furthermore, qualitative interviews with pedagogues and nursery managers have been conducted to examine how “pedagogical professionalism” in children’s lives is understood and negotiated as the pedagogues strive to be risk managers as well as attentive to the children’s situated initiatives and mutual engagements.

Periode	23 sep. 2024 → 25 sep. 2024
Begivenhedstype	Konference
Placering	Oslo, NorgeVis på kort
Grad af anerkendelse	International