Experiences and Non-experiences of Dilemmas

Research output: Contribution to conferenceConference abstract for conferenceResearchpeer-review

Abstract

Pedagogues rarely reported that they experienced dilemmas. What seem contradictory demands for outside observers are conceptualised by pedagogues as “problems” or simply as inevitable unnoticed circumstances. The contradictory demands were especially evident in contexts involving children with special needs and seemed to be intensified by lack of space or small 22 number of staff. Conversely dilemmas seemed to be reduced by outdoor activities or more staff. A significant finding was also, that pedagogues in principle value inclusion and community but in practice seem to choose a paradoxical strategy where individual children are separated from the group in order to include them.
Original languageEnglish
Publication date5 Nov 2012
Publication statusPublished - 5 Nov 2012
Event20th International Reconceptualizing Early Childhood Education - Days Inn, State College, United States
Duration: 4 Nov 20127 Nov 2012
http://omcphplive.outreach.psu.edu/omc/rece/

Conference

Conference20th International Reconceptualizing Early Childhood Education
LocationDays Inn
CountryUnited States
CityState College
Period04/11/201207/11/2012
Internet address

Cite this

Ellegaard, T. (2012). Experiences and Non-experiences of Dilemmas. Abstract from 20th International Reconceptualizing Early Childhood Education, State College, United States.
Ellegaard, Tomas. / Experiences and Non-experiences of Dilemmas. Abstract from 20th International Reconceptualizing Early Childhood Education, State College, United States.
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abstract = "Pedagogues rarely reported that they experienced dilemmas. What seem contradictory demands for outside observers are conceptualised by pedagogues as “problems” or simply as inevitable unnoticed circumstances. The contradictory demands were especially evident in contexts involving children with special needs and seemed to be intensified by lack of space or small 22 number of staff. Conversely dilemmas seemed to be reduced by outdoor activities or more staff. A significant finding was also, that pedagogues in principle value inclusion and community but in practice seem to choose a paradoxical strategy where individual children are separated from the group in order to include them.",
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Ellegaard, T 2012, 'Experiences and Non-experiences of Dilemmas', State College, United States, 04/11/2012 - 07/11/2012, .

Experiences and Non-experiences of Dilemmas. / Ellegaard, Tomas.

2012. Abstract from 20th International Reconceptualizing Early Childhood Education, State College, United States.

Research output: Contribution to conferenceConference abstract for conferenceResearchpeer-review

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T1 - Experiences and Non-experiences of Dilemmas

AU - Ellegaard, Tomas

PY - 2012/11/5

Y1 - 2012/11/5

N2 - Pedagogues rarely reported that they experienced dilemmas. What seem contradictory demands for outside observers are conceptualised by pedagogues as “problems” or simply as inevitable unnoticed circumstances. The contradictory demands were especially evident in contexts involving children with special needs and seemed to be intensified by lack of space or small 22 number of staff. Conversely dilemmas seemed to be reduced by outdoor activities or more staff. A significant finding was also, that pedagogues in principle value inclusion and community but in practice seem to choose a paradoxical strategy where individual children are separated from the group in order to include them.

AB - Pedagogues rarely reported that they experienced dilemmas. What seem contradictory demands for outside observers are conceptualised by pedagogues as “problems” or simply as inevitable unnoticed circumstances. The contradictory demands were especially evident in contexts involving children with special needs and seemed to be intensified by lack of space or small 22 number of staff. Conversely dilemmas seemed to be reduced by outdoor activities or more staff. A significant finding was also, that pedagogues in principle value inclusion and community but in practice seem to choose a paradoxical strategy where individual children are separated from the group in order to include them.

M3 - Conference abstract for conference

ER -

Ellegaard T. Experiences and Non-experiences of Dilemmas. 2012. Abstract from 20th International Reconceptualizing Early Childhood Education, State College, United States.