The construction of emotions in early childhood education centres’ relations. Stories about early childhood education and care
Thesis event information
Date and time of the thesis defence
Place of the thesis defence
Martti Ahtisaari Hall (L2), Linnanmaa campus
Topic of the dissertation
The construction of emotions in early childhood education centres’ relations. Stories about early childhood education and care
Doctoral candidate
Master of Arts (Education) Elmiina Tahkola
Faculty and unit
University of Oulu Graduate School, Faculty of Education and Psychology, Early Childhood and Music Education Studies
Subject of study
Educational Sciences
Opponent
Professor Sara Sintonen, University of Turku
Custos
Professor Minna Uitto, University of Oulu
More than pedagogy – From learning emotions to the relationality of emotions in early childhood education
This study focuses on emotions in relations in early childhood education (ECE) centres. Previous research on emotions in early childhood education has emphasized a primarily pedagogical perspective: children are expected to identify, regulate, and learn emotions, while educators are expected to support children’s emotional learning. This study shifts the focus from pedagogy and learning to relations and asks how emotions are constructed in relations in ECE centres?
The study shows that emotions in relations in ECE centres are multidimensional, tension-filled, and intertwined with emotional culture. Emotions are present everywhere and are continuously formed in relations between children, educators, and the non-human, such as spaces, places, and play materials.
Emotions move children and educators toward one another by attaching them to activities and situations, and also away from them. Space, places, and play materials also have an affective pull: for example, in play, a play area or a bench can be just as meaningful in the construction of emotions as the presence of other children.
Emotions are also characterized by tension. Children and educators assign different meanings to emotions in everyday situations and places, as well as in relation to practices. For example, a space in ECE centre may simultaneously appear homely, boring, or exciting. Tension is also produced by the momentary nature of emotions: emotions are formed in fleeting moments, often unpredictably and also contrary to expectations.
The emotional culture is shaped in relations between children and educators through various elements such as spontaneity, the breaking of boundaries, and emotional control. Rules, practices, curricula, and professional ideals in ECE centres guide the formation of emotional culture.
The study was conducted in two Finnish ECE centres. Forty children aged 3–5 and six educators participated in the study. The research material consist of video and observational materials as well as narrative group discussions with educators.
Pedagogy-focused discussion about emotions narrow the understanding of emotions in ECE centres. Emotions should be understood as multidimensionally constructed in relations and as valuable in themselves, even without goals or expectations directed at them.
The study thus challenges us to consider emotions in early childhood education more broadly than pedagogy alone, as holistic phenomena: emotions are constructed in relations and they also construct relations. In discussions about emotions, it is important to reflect on the values of education and on what kind of childhood, from the perspective of emotions, is being produced in ECE centres.
The study shows that emotions in relations in ECE centres are multidimensional, tension-filled, and intertwined with emotional culture. Emotions are present everywhere and are continuously formed in relations between children, educators, and the non-human, such as spaces, places, and play materials.
Emotions move children and educators toward one another by attaching them to activities and situations, and also away from them. Space, places, and play materials also have an affective pull: for example, in play, a play area or a bench can be just as meaningful in the construction of emotions as the presence of other children.
Emotions are also characterized by tension. Children and educators assign different meanings to emotions in everyday situations and places, as well as in relation to practices. For example, a space in ECE centre may simultaneously appear homely, boring, or exciting. Tension is also produced by the momentary nature of emotions: emotions are formed in fleeting moments, often unpredictably and also contrary to expectations.
The emotional culture is shaped in relations between children and educators through various elements such as spontaneity, the breaking of boundaries, and emotional control. Rules, practices, curricula, and professional ideals in ECE centres guide the formation of emotional culture.
The study was conducted in two Finnish ECE centres. Forty children aged 3–5 and six educators participated in the study. The research material consist of video and observational materials as well as narrative group discussions with educators.
Pedagogy-focused discussion about emotions narrow the understanding of emotions in ECE centres. Emotions should be understood as multidimensionally constructed in relations and as valuable in themselves, even without goals or expectations directed at them.
The study thus challenges us to consider emotions in early childhood education more broadly than pedagogy alone, as holistic phenomena: emotions are constructed in relations and they also construct relations. In discussions about emotions, it is important to reflect on the values of education and on what kind of childhood, from the perspective of emotions, is being produced in ECE centres.
Created 29.4.2026 | Updated 30.4.2026