Pub Date : 2023-10-30DOI: 10.1080/1350293x.2023.2254532
Natalia Kucirkova, Ida Bruheim Jensen
This study extends the research on shared book reading (SBR) by specifically examining the role of smell in parent–child SBR sessions observed at home. Drawing on qualitative methods, we analysed the verbal engagement of ten Norwegian families and their three to five-year-olds reading an olfactory book (the scratch-and-sniff book Peter Follows His Nose). We followed socio-semiotic theorisations (Kress and Van Leeuwen Citation2002), to critically evaluate the role of olfaction as a communicative resource in SBR. We outline the principal ways in which smell fulfils three linguistic metafunctions during adult–child SBR with olfactory storybooks: the interpersonal function of signalling individual interests, the textual function of creating a dialogic space and the ideational function of revealing divergent interpretations. We propose that olfaction can be seen as a semiotic mode in SBR, which similarly to colour, has distinct grammar and systematic communication properties, with unique multimodal qualities.
{"title":"Parent–child shared reading of scratch-and-sniff books: the communicative affordance of olfaction","authors":"Natalia Kucirkova, Ida Bruheim Jensen","doi":"10.1080/1350293x.2023.2254532","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2254532","url":null,"abstract":"This study extends the research on shared book reading (SBR) by specifically examining the role of smell in parent–child SBR sessions observed at home. Drawing on qualitative methods, we analysed the verbal engagement of ten Norwegian families and their three to five-year-olds reading an olfactory book (the scratch-and-sniff book Peter Follows His Nose). We followed socio-semiotic theorisations (Kress and Van Leeuwen Citation2002), to critically evaluate the role of olfaction as a communicative resource in SBR. We outline the principal ways in which smell fulfils three linguistic metafunctions during adult–child SBR with olfactory storybooks: the interpersonal function of signalling individual interests, the textual function of creating a dialogic space and the ideational function of revealing divergent interpretations. We propose that olfaction can be seen as a semiotic mode in SBR, which similarly to colour, has distinct grammar and systematic communication properties, with unique multimodal qualities.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136067701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-26DOI: 10.1080/1350293x.2023.2274545
Ipek Ozbay, Yagmur Ozge Ugurelli
ABSTRACTThis study aimed to explore stepfamily representation in fairy tales and their animations on YouTube. The data was collected via document analysis in the study. The data source of the research is Grimm's fairy tales which are classical fairy tales. The results demonstrate that stepmothers identify with the stereotypical wicked women, both in the book of Grimm’s fairy tales and in the animations of these fairy tales. Also, stepchildren were imaged to neglect and abuse, and it was determined that the stepfather was hardly visible in fairy tales. In line with these results, it is recommended to increase the awareness of families and educators of wicked stepparent stereotyping in children’s fairy tales.KEYWORDS: Stepmotherstepfatherstep-siblingdivorceremarriagefairy story Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Mirror, mirror, on the wall! Are all stepparents wicked? Impressions of stepparents’ role in the fairy tales","authors":"Ipek Ozbay, Yagmur Ozge Ugurelli","doi":"10.1080/1350293x.2023.2274545","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2274545","url":null,"abstract":"ABSTRACTThis study aimed to explore stepfamily representation in fairy tales and their animations on YouTube. The data was collected via document analysis in the study. The data source of the research is Grimm's fairy tales which are classical fairy tales. The results demonstrate that stepmothers identify with the stereotypical wicked women, both in the book of Grimm’s fairy tales and in the animations of these fairy tales. Also, stepchildren were imaged to neglect and abuse, and it was determined that the stepfather was hardly visible in fairy tales. In line with these results, it is recommended to increase the awareness of families and educators of wicked stepparent stereotyping in children’s fairy tales.KEYWORDS: Stepmotherstepfatherstep-siblingdivorceremarriagefairy story Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135017828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-26DOI: 10.1080/1350293x.2023.2274537
Mirka Kivimäki, Kirsti Karila, Maarit Alasuutari
Parents` significance in early childhood education and care (ECEC) is emphasized in the research, but primarily from the perspective of ECEC professionals. Drawing on discursive institutionalism, we analysed what parents of young children in Finland constructed as essential in ECEC from the child`s point of view in their discussions concerning the forms of ECEC services. We found that parents constructed ECEC through two interconnected frames: enrichment and safety. The frames indicate that an individual child and her well-being here and now are considered essential in ECEC for Finnish parents. Parents’ interpretations differ from one of the global discourses of ECEC, which emphasizes children`s development for the future. On the other hand, parents’ discourses maintain the cultural distinctions traditionally present in the Finnish ECEC institution. Our study underscores the significance of scrutinizing the construction of educational institutions in the discourses of those whose everyday lives these institutions are.
{"title":"Enrichment and safety -the parents of young children constructing early childhood education and care institution in Finland","authors":"Mirka Kivimäki, Kirsti Karila, Maarit Alasuutari","doi":"10.1080/1350293x.2023.2274537","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2274537","url":null,"abstract":"Parents` significance in early childhood education and care (ECEC) is emphasized in the research, but primarily from the perspective of ECEC professionals. Drawing on discursive institutionalism, we analysed what parents of young children in Finland constructed as essential in ECEC from the child`s point of view in their discussions concerning the forms of ECEC services. We found that parents constructed ECEC through two interconnected frames: enrichment and safety. The frames indicate that an individual child and her well-being here and now are considered essential in ECEC for Finnish parents. Parents’ interpretations differ from one of the global discourses of ECEC, which emphasizes children`s development for the future. On the other hand, parents’ discourses maintain the cultural distinctions traditionally present in the Finnish ECEC institution. Our study underscores the significance of scrutinizing the construction of educational institutions in the discourses of those whose everyday lives these institutions are.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135018085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-26DOI: 10.1080/1350293x.2023.2268927
{"title":"Panel of Referees","authors":"","doi":"10.1080/1350293x.2023.2268927","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2268927","url":null,"abstract":"","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134907204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-18DOI: 10.1080/1350293x.2023.2254534
Aada Heikkilä, Jyrki Reunamo
This quantitative study examines the connection between the years that children spent in early childhood education and care (ECEC) and their social orientations and main objects of attention. The data were collected within the Progressive Feedback project by observing children: 20,457 observations of 972 six-year-olds from 360 child groups in Finland. According to the results, the years children spent in ECEC have a connection to their social orientations and main objects of attention, and differences between genders were discovered. The longer the children had attended ECEC, the less adaptive orientation was observed. The children that had attended ECEC for under a year were observed to be the least participative. Dominant orientation increased the longer the children had attended ECEC. Those that had been in ECEC for more than four years rarely paid attention to non-social objects and adults and often paid attention to several children.
{"title":"The years children spent in early education in relation to their social relations and objects of attention","authors":"Aada Heikkilä, Jyrki Reunamo","doi":"10.1080/1350293x.2023.2254534","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2254534","url":null,"abstract":"This quantitative study examines the connection between the years that children spent in early childhood education and care (ECEC) and their social orientations and main objects of attention. The data were collected within the Progressive Feedback project by observing children: 20,457 observations of 972 six-year-olds from 360 child groups in Finland. According to the results, the years children spent in ECEC have a connection to their social orientations and main objects of attention, and differences between genders were discovered. The longer the children had attended ECEC, the less adaptive orientation was observed. The children that had attended ECEC for under a year were observed to be the least participative. Dominant orientation increased the longer the children had attended ECEC. Those that had been in ECEC for more than four years rarely paid attention to non-social objects and adults and often paid attention to several children.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135824832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-18DOI: 10.1080/1350293x.2023.2267906
Lesley Wood
{"title":"Transformation in early childhood education: proposing a community-based approach","authors":"Lesley Wood","doi":"10.1080/1350293x.2023.2267906","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2267906","url":null,"abstract":"","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135883493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-13DOI: 10.1080/1350293x.2023.2268879
Olalla Juaristi, Inaki Larrea, Alexander Muela
ABSTRACTThe aim of this exploratory sequential mixed methods study was to examine the beliefs of Early Childhood Education teachers regarding the enculturation process of children. Eleven 2-year-old classroom teachers (Mage = 40.64; DT = 7.43; 81.81% female) participated in the qualitative phase, and 256 teachers (Mage = 42.25; DT = 9.78; 90.3% female) participated in the quantitative one. Based on interviews, four main themes were identified: Routines and habits, Values, Models of behavior, and Knowledge. Based on the qualitative results, an instrument was created to measure the teachers’ beliefs regarding enculturation in Early Childhood Education and Care. High convergence was obtained between the qualitative and quantitative results, supporting the idea that teachers are active agents of enculturation and social role models for children. We conclude that enculturation should be a curricular objective and that it deserves a greater presence in professional development programs for Early Childhood Education teachers.KEYWORDS: Enculturationearly childhood education and caremixed methodsteacherbeliefs Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"The enculturation process in early childhood education and care: a mixed methods study","authors":"Olalla Juaristi, Inaki Larrea, Alexander Muela","doi":"10.1080/1350293x.2023.2268879","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2268879","url":null,"abstract":"ABSTRACTThe aim of this exploratory sequential mixed methods study was to examine the beliefs of Early Childhood Education teachers regarding the enculturation process of children. Eleven 2-year-old classroom teachers (Mage = 40.64; DT = 7.43; 81.81% female) participated in the qualitative phase, and 256 teachers (Mage = 42.25; DT = 9.78; 90.3% female) participated in the quantitative one. Based on interviews, four main themes were identified: Routines and habits, Values, Models of behavior, and Knowledge. Based on the qualitative results, an instrument was created to measure the teachers’ beliefs regarding enculturation in Early Childhood Education and Care. High convergence was obtained between the qualitative and quantitative results, supporting the idea that teachers are active agents of enculturation and social role models for children. We conclude that enculturation should be a curricular objective and that it deserves a greater presence in professional development programs for Early Childhood Education teachers.KEYWORDS: Enculturationearly childhood education and caremixed methodsteacherbeliefs Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135854139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-11DOI: 10.1080/1350293x.2023.2266784
Yuejiu Wang, Yuwen Ma, Liang Li, Marilyn Fleer
In recent times, engineering education has increasingly emerged as a valued kindergarten practice. Engineering teaching in play brings challenges for Chinese kindergarten teachers. An educational experiment (EE) was conducted to help Chinese kindergarten teachers face this challenge. Qualitative data including video data and interview transcripts were collected in a public kindergarten located in a Chinese provincial capital city. Participants included one focused teacher and 28 children aged four to five years. In the context of early childhood education, drawing upon a cultural-historical perspective, we study how engineering pedagogical practices changed under the conditions of an intervention, called an engineering Conceptual PlayWorld (CPW). The findings show a shift in the focused teacher’s subject positioning, and new practice contexts in which an engineering pedagogy emerged. We argue that a CPW created motivating conditions for Chinese kindergarten teachers to explore new engineering pedagogical practices, wherein they realised a new form of collective imaginary play and designed new engineering pedagogies for teaching young children.
{"title":"Conceptual PlayWorld: creating motivating conditions for new kindergarten practices in China to support engineering education","authors":"Yuejiu Wang, Yuwen Ma, Liang Li, Marilyn Fleer","doi":"10.1080/1350293x.2023.2266784","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2266784","url":null,"abstract":"In recent times, engineering education has increasingly emerged as a valued kindergarten practice. Engineering teaching in play brings challenges for Chinese kindergarten teachers. An educational experiment (EE) was conducted to help Chinese kindergarten teachers face this challenge. Qualitative data including video data and interview transcripts were collected in a public kindergarten located in a Chinese provincial capital city. Participants included one focused teacher and 28 children aged four to five years. In the context of early childhood education, drawing upon a cultural-historical perspective, we study how engineering pedagogical practices changed under the conditions of an intervention, called an engineering Conceptual PlayWorld (CPW). The findings show a shift in the focused teacher’s subject positioning, and new practice contexts in which an engineering pedagogy emerged. We argue that a CPW created motivating conditions for Chinese kindergarten teachers to explore new engineering pedagogical practices, wherein they realised a new form of collective imaginary play and designed new engineering pedagogies for teaching young children.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136097693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-06DOI: 10.1080/1350293x.2023.2262174
Vanessa Ferraz Almeida Neves, Gloria Quiñones, Maria de Fátima Cardoso Gomes, Fabíola Aparecida Faria Ribeiro
ABSTRACTThis paper draws on a three-year ethnographic study during which we investigated young children's cultural development in a Brazilian early childhood centre. A cultural-historical approach was used to understand the concept of autonomy. We focus on Danilo, a very young child who overcame his fear of using a play slide (a cultural artefact). We believe that this process led to his achievement. Our findings suggest that young children's conquests consist of intentional actions that become part of their individual and social identities.KEYWORDS: Autonomyyoung childrenearly childhood educationcultural-historical theoryethnography AcknowledgementsThe authors would like to express our gratitude to all research participants (the young children in the study as well as their teachers and their families) and the entire research team.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by Conselho Nacional de Desenvolvimento Científico e Tecnológico [grant number 402690/2016-8]; Fundação de Amparo à Pesquisa de Minas Gerais [grant number PPM-00675-18]; Coordenação de Aperfeiçoamento de Pessoal de Nível Superior [grant number PROEX-03/2023].
摘要本文借鉴了一项为期三年的民族志研究，在此期间，我们调查了巴西幼儿中心的幼儿文化发展。用文化历史的方法来理解自治的概念。我们关注的是Danilo，一个非常小的孩子，他克服了对使用滑梯(一种文化文物)的恐惧。我们认为，这一进程导致了他的成就。我们的研究结果表明，幼儿的征服是由有意的行为组成的，这些行为成为他们个人和社会身份的一部分。关键词:自主;幼儿;近童年教育;文化史理论;人种志作者在此感谢所有研究参与者(参与研究的幼儿及其老师和家人)和整个研究团队。披露声明作者未报告潜在的利益冲突。本研究由Conselho Nacional de Desenvolvimento Científico e Tecnológico支持[资助号402690/2016-8];米纳斯吉拉斯州农业基金[基金编号PPM-00675-18];协调高级人事管理][批准号PROEX-03/2023]。
{"title":"A cultural-historical perspective of young children gaining autonomy in the playground","authors":"Vanessa Ferraz Almeida Neves, Gloria Quiñones, Maria de Fátima Cardoso Gomes, Fabíola Aparecida Faria Ribeiro","doi":"10.1080/1350293x.2023.2262174","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2262174","url":null,"abstract":"ABSTRACTThis paper draws on a three-year ethnographic study during which we investigated young children's cultural development in a Brazilian early childhood centre. A cultural-historical approach was used to understand the concept of autonomy. We focus on Danilo, a very young child who overcame his fear of using a play slide (a cultural artefact). We believe that this process led to his achievement. Our findings suggest that young children's conquests consist of intentional actions that become part of their individual and social identities.KEYWORDS: Autonomyyoung childrenearly childhood educationcultural-historical theoryethnography AcknowledgementsThe authors would like to express our gratitude to all research participants (the young children in the study as well as their teachers and their families) and the entire research team.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by Conselho Nacional de Desenvolvimento Científico e Tecnológico [grant number 402690/2016-8]; Fundação de Amparo à Pesquisa de Minas Gerais [grant number PPM-00675-18]; Coordenação de Aperfeiçoamento de Pessoal de Nível Superior [grant number PROEX-03/2023].","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134944028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-06DOI: 10.1080/1350293x.2023.2265597
C. Heilala, M. Lundkvist, N. Santavirta, M. Kalland
Work climate affects the quality of early childhood education and care activities. The aim was to explore how the staff describe demands and resources in their jobs, and whether different profiles could be distinguished among those with turnover intentions and those without. The research was based on the Job Demands-Resources model [Bakker, A. B., and E. Demerouti. 2007. “The Job Demands-Resources model: State of the art.’ Journal of Managerial Psychology 22 (3): 309–328]. The study used a mixed-methods approach. The results showed that the profiles of those with turnover intentions and those without were similar in terms of perceived resources, but that they differed in terms of perceived demands. Those with turnover intentions reported more aspects related to work demands (e.g. workload, number of children, low pay). The findings also showed that work guidance and support from leaders and special education teachers were linked to turnover intentions. This research improves our knowledge of risk factors related to turnover intentions and can contribute to the development of high-quality working conditions.
工作氛围影响幼儿教育和保育活动的质量。目的是探讨员工如何描述其工作中的需求和资源，以及是否可以区分有离职意图和没有离职意图的员工的不同概况。该研究是基于工作需求-资源模型[Bakker, A. B. and E. Demerouti. 2007]。“工作需求-资源模型:最先进的。管理心理学杂志22(3):309-328。该研究采用了混合方法。结果表明，有离职意向的员工与无离职意向的员工在资源感知上基本一致，但在需求感知上存在差异。那些有离职意向的人报告了更多与工作需求相关的方面(例如工作量、孩子的数量、低工资)。研究结果还表明，来自领导和特殊教育教师的工作指导和支持与离职倾向有关。本研究提高了我们对与离职意向相关的风险因素的认识，并有助于高质量工作条件的发展。
{"title":"Work demands and work resources in ECEC – turnover intentions explored","authors":"C. Heilala, M. Lundkvist, N. Santavirta, M. Kalland","doi":"10.1080/1350293x.2023.2265597","DOIUrl":"https://doi.org/10.1080/1350293x.2023.2265597","url":null,"abstract":"Work climate affects the quality of early childhood education and care activities. The aim was to explore how the staff describe demands and resources in their jobs, and whether different profiles could be distinguished among those with turnover intentions and those without. The research was based on the Job Demands-Resources model [Bakker, A. B., and E. Demerouti. 2007. “The Job Demands-Resources model: State of the art.’ Journal of Managerial Psychology 22 (3): 309–328]. The study used a mixed-methods approach. The results showed that the profiles of those with turnover intentions and those without were similar in terms of perceived resources, but that they differed in terms of perceived demands. Those with turnover intentions reported more aspects related to work demands (e.g. workload, number of children, low pay). The findings also showed that work guidance and support from leaders and special education teachers were linked to turnover intentions. This research improves our knowledge of risk factors related to turnover intentions and can contribute to the development of high-quality working conditions.","PeriodicalId":47343,"journal":{"name":"European Early Childhood Education Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135346001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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