Fluctuating Child-Staff Ratio: Governing by Numbers in Finnish Early Childhood Education

Autor/in	Paananen, Maiju
Titel	Fluctuating Child-Staff Ratio: Governing by Numbers in Finnish Early Childhood Education
Quelle	In: International Studies in Sociology of Education, 29 (2020) 1-2, S.158-176 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2019.1692688
Schlagwörter	Teacher Student Ratio; Preschool Children; Preschool Teachers; Governance; Foreign Countries; Administrator Attitudes; Teacher Attitudes; Data Use; Educational Policy; Public Officials; Public Schools; Teacher Role; Early Childhood Education; Child Safety; Educational Quality; Efficiency; Child Care; Preschools; Finland + Suchen Sie Ihr Suchwort? Lehrer-Schüler-Relation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Ausland; Lehrerverhalten; Politics of education; Public school; Öffentliche Schule; Lehrerrolle; Early childhood; Frühkindliche Bildung; Frühpädagogik; Quality of education; Bildungsqualität; Effectiveness; Effektivität; Wirkungsgrad; Kinderfürsorge; Kinderbetreuung; Finnland
Abstract	This article explores the deployment of numerical criteria in the practices of steering by presenting a local case of governing early childhood education (ECE). In this case, a specific numerical tool for governance, namely, child-staff ratio is used in various ways in the everyday life of preschools. This paper uses data from interviews of preschool teachers and city administrators in charge of organization of ECE in one Finnish municipality and policy documents. The concepts of assemblage are used to explore how child-staff ratio receives various roles in steering the everyday life of preschools. The paper also explores the roles of teachers in the policy assemblages related to child-staff ratio. Focusing on these local-level practices, the article demonstrates that teachers are central components of the fluctuating ECE policy assemblages that involve governing by numbers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01