The Making of the Ordinary Child in Preschool

Abstract

The article examines parent–teacher conferences in Finnish and Swedish preschools. Previous research has shown that the conferences are mostly about the evaluation of the child. Based on qualitative data, the article studies how this evaluation is done. It asks how the institutional order regarding children is constructed in parent–teacher conferences and what the ordinary child is like that this order presumes. The theoretical framework is adopted from social constructionist research on childhood and institutions. The analysis applies a discourse analytic framework. The results suggest that being and becoming social is the key expectation for a child in Finnish and Swedish preschools; formal education and learning are not often mentioned. In addition, the results show that generational and gendered assumptions are important elements in the institutional order of preschool.

Keywords:

• preschool
• parent–teacher conferences
• institutional order
• ordinary child

Notes

¹In this article the term preschool refers to the provision of early childhood education and care for children aged 0–6.

Additional information

Notes on contributors

Ann-Marie Markström

Maarit Alasuutari, Department of Education, University of Jyväskylä; Ann-Marie Markström, Department of Social and Welfare Studies, University of Linköping. Maarit Alasuutari's research was funded by the Academy of Finland, project number 116272