Today, on the same day, I got the message that two of my recent articles are published.
The first one is an article about children’s subjective well-being and how it is connected to children’s relations with others – peers and ECEC practitioners:
Sandseter, E. B. H., & Seland, M. (2017). 4-6 year-Old Children’s Experience of Subjective Well-Being and Social Relations in ECEC Institutions. Child Indicators Research. doi:10.1007/s12187-017-9504-5
Abstract: There is a need for research about children’s perspectives on their everyday lives in Early Childhood Education and Care (ECEC) institutions, using methods that involves the children themselves and takes their voices seriously. This study aims at exploring what promotes and constrains children’s wellbeing in light of their social relations to other children and staff in ECEC institutions. Research on children’s own perspectives about their well-being has mainly been conducted among children older than those of preschool age, and therefore this study aimed at highlighting the voices of 4-6-year-old children regarding how they experience their lives in ECEC institutions. Quantitative data was collected through conversations with 171 Norwegian 4-6-year-old children based on an electronic questionnaire. The results indicate that relations, both with other children and with the practitioners, are important for children’s well-being – particularly, liking the other children and experiencing that the children are kind to each other in the ECEC.
You can access the full text article through this link: http://rdcu.be/xy8k
The other article is about ECEC practitioners perception of children’s rough-and-tumble (R&T) play in a gender perspective:
Storli, R., & Hansen Sandseter, E. B. (2017). Gender matters: male and female ECEC practitioners’ perceptions and practices regarding children’s rough-and-tumble play (R&T). European Early Childhood Education Research Journal, 1-16. doi:10.1080/1350293X.2017.1380881
Abstract: The aim of this study was to explore Norwegian early childhood education and care (ECEC) practitioners’ perceptions and practices regarding children’s indoor and outdoor rough-and-tumble play (R&T) from a gender perspective. A questionnaire and semi-structured interviews were used together in a mixed method design to provide quantitative data of patterns among a larger group of ECEC practitioners, as well as to gather greater in-depth insights on ECEC practitioners’ attitudes, thoughts and actions concerning children’s R&T. The results of the study showed that ECEC practitioners acknowledged both positive and negative sides of R&T; that they allowed this kind of play significantly more in outdoor environments than indoors, and that R&T often produced uncertainty and a need for control by the practitioners. The most surprising result from the questionnaire was the lack of gender differences in allowing children’s R&T in ECEC. However, the interviews revealed that although a basic difference in attitudes between male and female practitioners originally existed, female practitioners changed their attitudes and practices towards R&T as a result of gaining more knowledge and experience of this play through their male colleagues. In addition, a high consciousness of trying to adopt common understandings, rules and practices regarding R&T also contributed to a change of attitudes.
Here is a link to the article (unfortunately not full text if you haven’t subscribed): http://www.tandfonline.com/doi/full/10.1080/1350293X.2017.1380881