Teachers and caregivers organize children’s everyday life in early childhood settings to support children’s well-being, learning and development. Teachers’ organizational decisions (e.g. daily schedule, arrangement of furnishings, activities, behavioural expectations) are influenced by a set of ideas, norms and values which they may or may not be conscious of at the time. The purpose of this study is to gain a deeper understanding of how democratic, caring and disciplinary values are communicated and negotiated between adults and children (from birth to five) in crèche and preschool settings, with particular attention to whether these values are animated in isolation (e.g. separately from one another) or in a more unified fashion. The conceptual framework for this study is based on previous theories and research on democracy education, communicative action, educational content and children’s democratic formation, caring values and disciplinary values. The researchers analysed video recordings of interactions between children and teachers during lunch, circle time and free activities. The findings reveal the nature and extent to which teachers expect children to follow and participate in the social order that adults have established for them, as well as ways in which empathic practitioners create space for children to influence changes in the social order.

中文翻译：

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丹麦学前班的民主、关怀和纪律价值观：将价值观融合在一起

教师和照顾者在幼儿环境中组织儿童的日常生活，以支持儿童的幸福、学习和发展。教师的组织决策（例如每日日程安排、家具布置、活动、行为期望）受到他们当时可能意识到也可能没有意识到的一套观念、规范和价值观的影响。本研究的目的是深入了解成人和儿童（从出生到 5 岁）在托儿所和学前班环境中如何交流和协商民主、关怀和纪律价值观，特别关注这些价值观是否孤立存在（例如彼此分开）或更统一的方式。本研究的概念框架基于以往民主教育的理论和研究，交流行动、教育内容和儿童的民主形成、关怀价值观和纪律价值观。研究人员分析了午餐、圈子时间和自由活动期间儿童与教师互动的视频记录。调查结果揭示了教师期望儿童遵循和参与成年人为他们建立的社会秩序的性质和程度，以及共情实践者为儿童创造空间以影响社会秩序变化的方式。