Browsing by Subject "vasuprosessi"

This study examines early childhood education teachers’ experiences of the participation of 1–3-year-old children in the early childhood education and care plan (known as an ECEC plan) process. The process includes prepara-tion for the discussion of the child’s ECEC plan, discussion and the creation of the plan, and implementing and evaluating the plan. Section 23 of the new Act on Early Childhood Education and Care states that the child’s opinion must be heard at every stage of the ECEC plan process. Previous studies have indicated that the partici-pation of the child has not been implemented in accordance with targets. The purpose of this study was to ascertain how early childhood education teachers define child participation. Another point of interest for the study was to map the methods used by early childhood education teachers to support the child’s participation in the ECEC plan process. The study was carried out using semi-structured interviews, with seven early childhood education teachers chosen for the study. Interviews were carried out individually and data-oriented content analysis was used to analyse the material. According to early childhood education teachers, the participation of 1–3-year-old children in the ECEC plan process involved observing the child and discussing with the child to ascertain their interests, strengths and needs, recording the information in the child’s ECEC plan, team discussions and expanding on the child’s perspective, listening to the child’s parents and making use of their knowledge of their own child, and implementing the ECEC plan in everyday life, as well as the child’s opportunity to influence joint activities. The participation of 1–3-year-olds in the ECEC plan process has also given some teachers pause for thought. One challenge was ascertaining the perspective of a small child if the child was not yet able to speak. According to the results of the study, observing and interviewing the child using a new ECEC form to ascertain the child’s wishes and interests were significant for the participation of the child during the preparation phase. Child participation was also supported by daily discussions with parents, information about the child obtained from the initial discussion meeting held when the child began day-care, and team discussion on observations of the child. The new ECEC form and shared information about the child highlighted the child’s perspective in discussions. Participation was strengthened by child group activities, which were organised based on the targets outlined in the children’s ECEC plans, as well as on an assessment of pedagogical methods. Flexibility in the daily routine, activities initiated by the child, pictures and supportive signs, and voting were all methods of implementing child participation. Photographs, storycrafting, an educational portfolio, naming a star child of the week, and video recording made activities and significant experiences of the child visible. In order to increase child participation in the ECEC plan process, illustrated support for interviews with children and the presence of the child at ECEC plan discussions were proposed.