Emotions and Embodiment

Early childhood educators' stories on emotions in relations between educators and children

Authors

• Elmiina Tahkola Oulun yliopisto
• Virve Keränen Oulun yliopisto

DOI: https://doi.org/10.33350/ka.130105

Keywords:

day care center, educators, embodiment, emotions, narrative research, relations

Abstract

Based on previous research emotions play significant role in the relations between educators and children. In this article, we explore how emotions in relations between early childhood educators and children are shaped in educators' stories. Our theoretical framework is rooted in the concept of embodiment, which allows us to understand emotions as constructed both individually and relationally through bodily experiences. Methodologically, the study is grounded in narrative inquiry. The research data consists of three narrative group discussions conducted with educators. The data was analysed using holistic reading and heuristic analysis. According to our findings, emotions in relations between educators and children were shaped in three ways 1) as an orientation toward the child, 2) as emotional labor characterized by tensions, and 3) as learnable skills. Our study invites reflection on the discourse surrounding emotions in early childhood education and society at large, highlighting the embodied and tension-filled nature of emotions as integral to educational relations.