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Under the current integration of kindergartens and nursery schools policy, positions such as educare giver and preschool teacher have been derived due to the lack of clear regulation regarding the responsibility of the preschool educator. In addition to that, the inegalitarian policy of their individual pay and welfare have created the differential citizenship among the two positions. This study elaborates two core ideas, which are the interaction models of the educare giver and the differential citizenship among the educare giver and preschool teacher. Research was conducted in a public kindergarten with methods such as observation, talks, and literature survey while using Goffman’s dramaturgical theory as the framework for further analysis. This methodology explores the possible strategies which a educare giver may take under the aforementioned differential citizenship with respect to the preschool teacher while at the same time analyzing the differential citizenship itself.
The first part of the study surrounds the strategies of which the educare giver may take during their daily encounter with their preschool teacher counterparts. Of which, five major sectors have been identified in this thesis and are briefly explained as follows. To start, they often see eye to eye when commenting on parents and their children. Small talk on the other hand, educare giver are prone to showing signs of catering towards the preschool teacher. As for administrative work, educare giver often stand at a more humble position and tend to be the one asking for advice and not the other way around. Similarly, when assisting in classes or dealing with unforeseen situations, preschool teacher’s opinions are more often the decisive factor. In the second part of this study, we dive deeper into the differential citizenship among the educare giver and preschool teacher and discover how it is affected in various situations.
This field study demonstrates the following fact. The more volatile and unpredictable an event may be, the less opaque the differential citizenship becomes. On top of that, the differential citizenship is more pronounced within the class as compared to the entire kindergarten.
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