Joy as a practice: performing joy in children’s everyday relations in early childhood education settings

ABSTRACT

The purpose of this study is to examine children’s performed joy in their everyday peer relations in early childhood education (ECE) settings. The theoretical and methodological frameworks draw on a narrative approach, the postmodern formulations of emotions and Erwin Goffman’s dramaturgical perspectives in children’s everyday social relations. The research material was gathered by video observations and diary notes in open ECE groups in Finland, with children from 2 to 6 years. The findings imply that children’s joyful performances act as a dynamic practice in their peer relations. Joy as a practice both generates the emotion of joy and promotes different relational goals, such as making friends.

KEYWORDS:

• Joy
• narrative inquiry
• performed emotions
• children’s peer relations
• dramaturgical perspective

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes on contributor

Satu Karjalainen is working as a university teacher in the faculty of education in University of Oulu, Finland.