{"title":"The gap between juridical and pedagogical discourses concerning preventing and countering abusive treatment in preschool policy documents","authors":"Anna Rantala, Mia Heikkilä","doi":"10.1080/1350293X.2023.2201712","DOIUrl":null,"url":null,"abstract":"ABSTRACT The basic idea of a Swedish preschool is that it is a place where children can learn and experience growth in a variety of areas, not least in the social area. According to the Education Act all preschools must annually document and evaluate planned work to prevent and remedy abusive treatment. The aim of this article is to analyse if and how the discursive gap between the juridical and pedagogical assignments given to preschools in national policy documents becomes visible in local policy plans concerning the prevention and remedy of abusive treatment. The empirical material consists of 89 documents. The result makes it clear that the juridical and pedagogical discourses contain a gap in local policy plans, making it unclear whether a juridical perspective or a pedagogical perspective on abusive treatment is to be used when preventing and remedying abusive treatment in practice.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":"31 1","pages":"811 - 825"},"PeriodicalIF":1.8000,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Early Childhood Education Research Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/1350293X.2023.2201712","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
ABSTRACT The basic idea of a Swedish preschool is that it is a place where children can learn and experience growth in a variety of areas, not least in the social area. According to the Education Act all preschools must annually document and evaluate planned work to prevent and remedy abusive treatment. The aim of this article is to analyse if and how the discursive gap between the juridical and pedagogical assignments given to preschools in national policy documents becomes visible in local policy plans concerning the prevention and remedy of abusive treatment. The empirical material consists of 89 documents. The result makes it clear that the juridical and pedagogical discourses contain a gap in local policy plans, making it unclear whether a juridical perspective or a pedagogical perspective on abusive treatment is to be used when preventing and remedying abusive treatment in practice.
期刊介绍：
The European Early Childhood Education Research Journal (EECERJ) is the publication of the European Early Childhood Education Research Association (EECERA), an international organisation dedicated to the promotion and dissemination of research in Early Childhood Education throughout Europe and beyond. CREC is the UK base for the European Early Childhood Research Association. EECERA welcomes and encourages membership and contributions from across the world to share and participate in its European perspective. EECERJ aims to provide a forum for the publication of original research in early childhood education in Europe.
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