ABSTRACT
This chapter aims to deepen the understanding of fostering values in preschool routines. Data are video-observed dressing episodes in Norwegian preschools. To analyze the educator-child communication, Bae’s (2012) concept of ‘spacious and narrow interactional patterns’, Habermas’ (1996) concepts ‘strategic and communicative actions’, as well as essential qualities in communicative action with young children, identified by Emilson (2008), are used. Findings show both individual-oriented and collective-oriented values. The communicated values relate to the educator’s interactional pattern with the children. Preschool routines imply tensions between the educator’s and the child’s intensions. The discussion outlines dilemma of values education in preschool routines and implications for practice.
