Role and Success of Finnish Early Childhood Education and Care in Supporting Child Welfare Clients: Perspectives from Parents and Professionals

Abstract

Day care in Finland comprising care, education and teaching-called Educare or the ECEC model-can be used as an open care (community care) support measure for children whose development is at risk. The general aim of the study was to investigate whether the needs of child welfare client children and their parents are fulfilled in day care services from the perspective of parents and professionals. The questions were: (1) How are the individual needs of child protection client children met in day care? (2) In what way does day care support the parenting of child welfare client parents? (3) What kind of enabling and hindering factors, processes and mechanisms are there for good outcomes from day care for children and parents? The study uses both quantitative and qualitative approaches. The methods used were a questionnaire for parents (N = 42), group-level documentary materials from day care and social services officers about the problems faced by client children and parents, and interviews with ECEC and child welfare staff (N = 28). Parents experienced many problems, including exhaustion, poor mental health, substance abuse and parenting problems. Twenty percent of the children had individual support needs. The parents were very satisfied with the ECEC service their children were receiving and the parenting support provided. The ECEC professionals highlighted many positive changes in children in day care and they were also able to support parenting. The enabling and hindering factors for good outcomes were connected with the attitudes and problems of the clients, administrative processes within sectors, and cooperation between ECEC and child welfare staff. ECEC services can considerably increase the safety and well-being of child welfare client children and support their parents in their upbringing. The role and cooperation of ECEC and child welfare staff need clarification.

Collaboration of Child Protective Services and Early Childhood Educators: Enhancing the Well-Being of Children in Need

“…To assist children in need and make decisions contributing to the best interest of the child, child protection workers within the CPS need effective collaboration. Early childhood education teachers are in an especially important position with regard to unravelling the lack of care or detriments to children (Scannapieco et al 2019 ). These professionals spend a considerable amount of time with children daily and, therefore, they are one of the most important contacts for a child in need.…”

“…Only then can each child’s right to protection be predictably enforced (Farrell and Walsh 2010 ). Hence, the mandatory reporting of child maltreatment is a complex, yet essential, responsibility tasked to many professional groups working with children (Ayling et al 2020 ; Scannapieco et al 2019 ).…”

“…Different public organisations’ collaborative practices with the CPS—which, on the one hand, involve the identification of a child in need, reporting and providing assistance to the CPS, and, on the other, moving together towards the common goal of securing the rights of the child –require similar understandings of what the aim is, as well as what the roles are among all collaborative parties (Konrad 2020 ; Phillips and Walsh 2019 ). Then, as collaboration not only cuts across public organisations but also academic disciplines and professional backgrounds, and thereby becomes interdisciplinary, a coordinated effort to enforce rights in the face of complex social challenges becomes even more important (Hutchinson and Korazim-Körösy 2017 ; Konrad 2020 ; Scannapieco et al 2019 ).…”

Reciprocal Relationships and Well-Being

“…Professional and public awareness of vulnerable children has increased in recent years, and preventative measures have been developed. In the Nordic welfare system, collaboration between early educators and personnel at maternity and child health clinics is a resource in meeting the needs of almost all children under school age (Pölkki and Vornanen 2015). It is still worth asking whether child welfare professionals really understand the child or young person in her/his context, understand the dynamics of reciprocal relationships and are able to work intensively in and with the relationships around the developing person.…”

Early Childhood Pre-Professionals’ Experience in a Study Abroad Program to Finland: Evaluation of Professional Growth, and Personal and Cultural Gains

“…Nordic countries' social welfare model provides universal services for families and the education and care of young children are shared between families and the public institutions (Pölkki & Vornanen, 2016). The country of Finland is known for having the world's leading early childhood system, so it is an excellent site for a study abroad program for early childhood preservice teachers.…”