Suomalaisen varhaiskasvatuksen työ- ja toimintatavat opetussuunnitelmissa

Kinos, Jarmo; Rosqvist, Leif; Alho-Kivi, Hanna; Korhonen, Riitta

doi:10.33350/ka.99664

Cited by 2 publications

(4 citation statements)

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“…Children were in an important position and at the center of activity, but kindergarten teachers mainly organized and planned the pedagogical activities and surroundings. 77 Child-centered pedagogy places the child at the center and considers their qualities and developmental stage. The aim was to introduce some aspects of the adult world into the children's world, for example, by scaling down furniture and kitchen utensils to fit children's measurements and designing play equipment and playgrounds that resembled the adult world to some extent.…”

Section: Discussionmentioning

confidence: 99%

The Children’s Scale in Finnish Kindergarten Interiors from 1920s to 1980s

Sillanpää

2023

Nord J Educ Hist

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The purpose of this article is to offer a perspective on spatial history in Finnish kindergartens’ surroundings, especially through design that emphasizes children’s scale. The timeline of the article is from the 1920s, when the vocative kindergarten teachers took responsibility for kindergarten design, till the 1980s, when professionals designed kindergartens. The article focuses on the vertical level, which defines the height of children’s activity and how the idea of children’s scale affected interior design during the timeline. One theoretical starting point is Edward Soja’s concept of Thirdspace, which is applied to combine experiential narratives related to childhood, contemporary materials about conversations that took place at the studied time, and spatial regulations and design related to ideological, political, and cultural structures. From the 1920s to the 1980s, children’s scale is highlighted and linked to homelike surroundings with miniaturization in scale to affordances concerning a human body scale, dimensions, and children’s agency. In 1970s, due to the emerge of the Day Care Act, children’s scale extended more broadly to the environment and children’s dimensions than in the kindergarten era.

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Section: Discussionmentioning

confidence: 99%

The Children’s Scale in Finnish Kindergarten Interiors from 1920s to 1980s

Sillanpää

2023

Nord J Educ Hist

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“…Even though ECE has been seen as an educational service, its national administration was part of the Ministry of Social Affairs and Health until 2013. This culturohistorical factor of Finnish ECE, still reflects on today's ECEPs' daily teamwork and leadership (Kinos, 2008;Kinos et al, 2021).…”

Section: Steering Documents Forming Ece Organization and Professionsmentioning

confidence: 99%

“…Despite a strong guidance from the steering documents, the content has been criticized for remaining on the level of ideological guiding and not supporting ECEPs' autonomous working (Kinos et al, 2021). In practice, especially before the legal reform (540/2018) everyone in the team shared the same responsibilities.…”

Section: Teamwork and Its History As The Core Of The Ece Systemmentioning

confidence: 99%

“…By ignoring the professionals' education background and leaning on the social services approach, the level of pedagogy and the number of ECE teachers with a Bachelor's or Master's degree in Education decreased (Kinos 2008;Kinos et al, 2021;Ranta et al, 2021). Simultaneously, when the number of ECE teachers was diminishing, social pedagogues were being trained in large numbers.…”

Section: Teamwork and Its History As The Core Of The Ece Systemmentioning

confidence: 99%

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Occupational well-being and teamwork in Finnish early childhood education

Kumpulainen

Sajaniemi

Suhonen

et al. 2023

jecer

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The study examined Finnish early childhood education professionals’ (ECEP) (n = 107) experiences of occupational well-being and systems intelligent teamwork. Occupational well-being was measured with basic psychological job satisfaction, work engagement and burnout. In the analysis of variances by rank, the ECEPs’ had high work engagement, felt competent and relatedness in a working community. By contrast, their autonomy was low, and they felt exhausted, even though the overall burnout level was low. Extensive working experience increased work-related well-being and perceiving socioemotional systems in work. The ECE teachers had the highest work engagement, basic psychological need satisfaction and lowest burnout, but didn’t feel strongly competent in perceiving systemic interaction structures. On the other hand, the ECE social pedagogues felt most competent in systems intelligence behavior. The ECE childcarers valued the support of the systems intelligence team. In the cluster analysis, we identified two different clusters representing the level of occupational well-being and systems intelligence. The solution presented a connection between the ECE teachers with high work-related well-being and systems intelligence. We suggest that the multi-professional teamwork should be developed according to the ECEPs’ diverse educational background and that professional responsibilities be made more consistent with their education.

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Suomalaisen varhaiskasvatuksen työ- ja toimintatavat opetussuunnitelmissa

Cited by 2 publications

References 1 publication

The Children’s Scale in Finnish Kindergarten Interiors from 1920s to 1980s

The Children’s Scale in Finnish Kindergarten Interiors from 1920s to 1980s

Occupational well-being and teamwork in Finnish early childhood education

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