Session Information
14 SES 01 A, Child-Rearing and Parenting: Past and Present.
Paper Session
Contribution
The presentation reports the results of a small-scale study in which two different kinds of data sets representing parents’ views and memories from different periods of time are analysed qualitatively and compared. The producers of the first data set were born around the time when basic education became compulsory in Finland. In their childhood most learning and teaching took place outside educational institutions. Similarly to the informants in Maynard’s (2004) study they learnt from their parents, siblings and other people around them. The informants of the second data set have lived all their life immersed into a culture which highly appreciates education received in institutional settings (Kyrö and Nyyssölä 2006). Today this appreciation is considered by some to even cause problems when the numbers of students in vocational education are so low that sufficient supply of operational labour is seen to be endangered (ibid. 63). The “teachers” have changed but does this mean that the culture of teaching and learning in the minds of parents has changed?
The aim of this study is to trace down potential changes in the culture of teaching and learning by focussing in the ways parents describe what is taught to children and by whom.The specific questions to be answered are:
Who is teaching and what is being taught and learnt?
In the study, both teaching and learning are conceptualised as defined by the informants, what they considered as teaching and learning, in other words, they are not defined by a theory or conceptual framework.
Method
Expected Outcomes
References
Maynard, A, E. 2004. Cultures of teaching in childhood: Formal schooling and Maya sibling teaching at home. Cognitive Development 19, 517 – 535. Kyrö, M. and Nyyssölä, K. 2006. Attitudes towards Education in Finland and other Nordic Countries. European Journal of Education 41(1), 59 – 70. Petrone, R. 2010. “You have to get hit a couple of time”: The role conflict in learning how to “be” a skateboarder. Teaching and Teacher Education 26, 119 -127.
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