Rethinking well-being in ECEC from subject-oriented and sociocultural theoretical perspectives

symposium abstract

Antti Rajala, Niklas Alexander Chimirri, Jaakko Hilppö

Research output: Contribution to conferenceConference abstract for conferenceResearchpeer-review

Abstract

In recent years, a growing number of studies have provided empirical support for the long-held belief that early childhood education and care (ECEC) has a positive impact on children’s short and long-term well-being (e.g., Sylva et al., 2010). Politicians and other stakeholders have responded to this by implementing various changes in ECEC aimed to better the quality of these services. There are, however, indications that the renewed policies and practices (e.g., the introduction of balanced scorecards or pedagogical documentation) import aspects into the quality discussions concerning ECEC that potentially run counter to their aims (Paananen et al, 2016). One reason for this is arguably that the psychological concepts used in these discussion do not fully grasp the complex processes that constitute the well-being of children and adults engaging in ECEC.
This symposium brings together researchers concerned with questioning existing notions of well-being in ECEC and with developing new conceptualizations that capture its constitutive processes. Together, they argue that although concepts developed in dominant strands of psychology – such as positive psychology – highlight important characteristics of well-being, they have not adequately explicated, for example, the role of children’s agency, the everyday practices and socio-political circumstances underlying well-being in ECEC, or the philosophical grounding of the notion of well-being. While the contributions are joined by their point of departure in subject-oriented and socio-cultural theoretical approaches, each bring their own unique conceptual tools to exploring the issue at hand.
Original languageEnglish
Publication date2017
Publication statusPublished - 2017
EventThe 17th Biennial Conference of the International Society for Theoretical Psychology 2017: The Ethos of Theorizing - Rikkyo University, Tokyo, Japan
Duration: 21 Aug 201725 Aug 2017
Conference number: 17
https://www2.rikkyo.ac.jp/web/istp2017/index.html
https://www2.rikkyo.ac.jp/web/istp2017/topic4.html

Conference

ConferenceThe 17th Biennial Conference of the International Society for Theoretical Psychology 2017
Number17
LocationRikkyo University
CountryJapan
CityTokyo
Period21/08/201725/08/2017
Internet address

Cite this

Rajala, A., Chimirri, N. A., & Hilppö, J. (2017). Rethinking well-being in ECEC from subject-oriented and sociocultural theoretical perspectives: symposium abstract. Abstract from The 17th Biennial Conference of the International Society for Theoretical Psychology 2017, Tokyo, Japan.
Rajala, Antti ; Chimirri, Niklas Alexander ; Hilppö, Jaakko. / Rethinking well-being in ECEC from subject-oriented and sociocultural theoretical perspectives : symposium abstract. Abstract from The 17th Biennial Conference of the International Society for Theoretical Psychology 2017, Tokyo, Japan.
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abstract = "In recent years, a growing number of studies have provided empirical support for the long-held belief that early childhood education and care (ECEC) has a positive impact on children’s short and long-term well-being (e.g., Sylva et al., 2010). Politicians and other stakeholders have responded to this by implementing various changes in ECEC aimed to better the quality of these services. There are, however, indications that the renewed policies and practices (e.g., the introduction of balanced scorecards or pedagogical documentation) import aspects into the quality discussions concerning ECEC that potentially run counter to their aims (Paananen et al, 2016). One reason for this is arguably that the psychological concepts used in these discussion do not fully grasp the complex processes that constitute the well-being of children and adults engaging in ECEC. This symposium brings together researchers concerned with questioning existing notions of well-being in ECEC and with developing new conceptualizations that capture its constitutive processes. Together, they argue that although concepts developed in dominant strands of psychology – such as positive psychology – highlight important characteristics of well-being, they have not adequately explicated, for example, the role of children’s agency, the everyday practices and socio-political circumstances underlying well-being in ECEC, or the philosophical grounding of the notion of well-being. While the contributions are joined by their point of departure in subject-oriented and socio-cultural theoretical approaches, each bring their own unique conceptual tools to exploring the issue at hand.",
author = "Antti Rajala and Chimirri, {Niklas Alexander} and Jaakko Hilpp{\"o}",
year = "2017",
language = "English",
note = "The 17th Biennial Conference of the International Society for Theoretical Psychology 2017 : The Ethos of Theorizing, ISTP ; Conference date: 21-08-2017 Through 25-08-2017",
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Rajala, A, Chimirri, NA & Hilppö, J 2017, 'Rethinking well-being in ECEC from subject-oriented and sociocultural theoretical perspectives: symposium abstract' The 17th Biennial Conference of the International Society for Theoretical Psychology 2017, Tokyo, Japan, 21/08/2017 - 25/08/2017, .

Rethinking well-being in ECEC from subject-oriented and sociocultural theoretical perspectives : symposium abstract. / Rajala, Antti; Chimirri, Niklas Alexander; Hilppö, Jaakko.

2017. Abstract from The 17th Biennial Conference of the International Society for Theoretical Psychology 2017, Tokyo, Japan.

Research output: Contribution to conferenceConference abstract for conferenceResearchpeer-review

TY - ABST

T1 - Rethinking well-being in ECEC from subject-oriented and sociocultural theoretical perspectives

T2 - symposium abstract

AU - Rajala, Antti

AU - Chimirri, Niklas Alexander

AU - Hilppö, Jaakko

PY - 2017

Y1 - 2017

N2 - In recent years, a growing number of studies have provided empirical support for the long-held belief that early childhood education and care (ECEC) has a positive impact on children’s short and long-term well-being (e.g., Sylva et al., 2010). Politicians and other stakeholders have responded to this by implementing various changes in ECEC aimed to better the quality of these services. There are, however, indications that the renewed policies and practices (e.g., the introduction of balanced scorecards or pedagogical documentation) import aspects into the quality discussions concerning ECEC that potentially run counter to their aims (Paananen et al, 2016). One reason for this is arguably that the psychological concepts used in these discussion do not fully grasp the complex processes that constitute the well-being of children and adults engaging in ECEC. This symposium brings together researchers concerned with questioning existing notions of well-being in ECEC and with developing new conceptualizations that capture its constitutive processes. Together, they argue that although concepts developed in dominant strands of psychology – such as positive psychology – highlight important characteristics of well-being, they have not adequately explicated, for example, the role of children’s agency, the everyday practices and socio-political circumstances underlying well-being in ECEC, or the philosophical grounding of the notion of well-being. While the contributions are joined by their point of departure in subject-oriented and socio-cultural theoretical approaches, each bring their own unique conceptual tools to exploring the issue at hand.

AB - In recent years, a growing number of studies have provided empirical support for the long-held belief that early childhood education and care (ECEC) has a positive impact on children’s short and long-term well-being (e.g., Sylva et al., 2010). Politicians and other stakeholders have responded to this by implementing various changes in ECEC aimed to better the quality of these services. There are, however, indications that the renewed policies and practices (e.g., the introduction of balanced scorecards or pedagogical documentation) import aspects into the quality discussions concerning ECEC that potentially run counter to their aims (Paananen et al, 2016). One reason for this is arguably that the psychological concepts used in these discussion do not fully grasp the complex processes that constitute the well-being of children and adults engaging in ECEC. This symposium brings together researchers concerned with questioning existing notions of well-being in ECEC and with developing new conceptualizations that capture its constitutive processes. Together, they argue that although concepts developed in dominant strands of psychology – such as positive psychology – highlight important characteristics of well-being, they have not adequately explicated, for example, the role of children’s agency, the everyday practices and socio-political circumstances underlying well-being in ECEC, or the philosophical grounding of the notion of well-being. While the contributions are joined by their point of departure in subject-oriented and socio-cultural theoretical approaches, each bring their own unique conceptual tools to exploring the issue at hand.

M3 - Conference abstract for conference

ER -

Rajala A, Chimirri NA, Hilppö J. Rethinking well-being in ECEC from subject-oriented and sociocultural theoretical perspectives: symposium abstract. 2017. Abstract from The 17th Biennial Conference of the International Society for Theoretical Psychology 2017, Tokyo, Japan.