Browsing by Subject "worldview education"
Now showing items 1-7 of 7
-
(2019)Objectives. In recent years worldview education in early childhood education and pre-school education has turned from religious education into non-confessional worldview education. The aim of this study is to examine what worldview education is like in early childhood education and pre-school education in Helsinki. This study investigated worldview education in national and local curricula of early childhood education and care and pre-school education. In addition, this study explored how worldview education is put into practice in the early childhood education and pre-school education in Helsinki. Methods. The data was collected in spring 2019 by analysing the curricula for early childhood education and care and pre-school education and by a qualitative survey sent to the workers of the early childhood education and pre-school education in Helsinki. The data was analysed by using qualitative content analysis. Results and conclusions. The National Core Curriculum for Early Childhood Education and Care (2016) emphasized familiarizing oneself with different cultures and worldviews, acting in the diverse Finnish society and enhancing equality. Helsinki’s local Curriculum for Early Childhood Education and Care (2017) had the same themes but they were emphasized differently. The themes in worldview education in the National Core Curriculum for Pre-School Education (2014) were uniform with The National Core Curriculum for Early Childhood Educa-tion and Care. Also, Helsinki’s local Curriculum for Pre-School Education (2016) was the same as the national curricula. In practice, the implementation of worldview education in both early childhood education and pre-school education differed from the legally binding curricula. In early childhood education the worldview education was not predominantly put into practice at all, or it was shown as conversations, as Christian education or as restrictions in the every-day life. In pre-school education the worldview education was most often shown as conversations but also as Christian education, as restrictions in everyday life or was not implemented at all. Therefore, in practice, worldview education meets many, but not all, of the objectives set by the curricula. In pre-school education the worldview education corresponds the curriculum slightly more than in early childhood education. Nonetheless, the practices in both early childhood education and pre-school education need to be developed when the practice is wanted to correspond the legally binding curricula.
-
(2021)Aims. The aim of this study was to examine the experience of principals in the metropolitan area about how partly integrated worldview education has been implemented and why schools have been transferred to it. In addition, in this thesis I’m interested in how schools have planned the partly integrated way of teaching in their school, how teachers, guardians and students responded when school started to teach it, is the integrated way of teaching successful and what are the principals’ future views in the teaching of religious education. The topic of this thesis is highly relevant, because religious education has been the subject of the debate in both media and research. Research on factors in the background have not been studied at least in Finland. However, some research has been done on principles, pupils and teachers in the objectives and success of integrated worldview education. In the theoretical part of the thesis, I used my bachelor’s thesis from 2020 and topical research in the field. This research aims to examine the subject from the perspective of principals. The research questions are: How schools have implemented and planned the teaching of partly integrative worldview education in their schools? And What were the biggest factors that schools have been transferred into partly integrated worldview education? Methods. This thesis was qualitative in nature which I conducted as an interview. Interviews with six principals took place between December 2020 and February 2021. I chose to interview principals from the metropolitan area who is working at schools that teach partly integrative worldview education. This thesis does not aim for generalizability and the aim of my research was to provide information about experiences of the principals. The material was analysed using content analysis and the interview method was theme interviews. Results and conclusions. Based on the results of the study the integrated worldview education will be implemented in three different ways: to one grade, to 2-4 grades or throughout the whole primary school. I created five factory categories for why schools transferred to partly integrative worldview education. These were: 1. ideological and essential elements of worldview education factors, 2. cultural diversity factors, 3. the opportunity to arrange a teaching in a new way, 4. economic factors, 5. teaching organization factors. None of these factors were the only reason behind the transfer, but many factors worked together with transfer. Partly integrated teaching based on the results, was well received by teachers, pupils and guardians. At the beginning most questioning of the new way of teaching came from the guardians. All principals felt that integrative worldview education was a successful way to teach. In the future principals hoped for more freedom at arranging worldview education at the school level and hoped that Finland would also be transmitted to teaching of common subject for all students in worldview education.
-
(2021)Aims. The aim of this study was to examine the experience of principals in the metropolitan area about how partly integrated worldview education has been implemented and why schools have been transferred to it. In addition, in this thesis I’m interested in how schools have planned the partly integrated way of teaching in their school, how teachers, guardians and students responded when school started to teach it, is the integrated way of teaching successful and what are the principals’ future views in the teaching of religious education. The topic of this thesis is highly relevant, because religious education has been the subject of the debate in both media and research. Research on factors in the background have not been studied at least in Finland. However, some research has been done on principles, pupils and teachers in the objectives and success of integrated worldview education. In the theoretical part of the thesis, I used my bachelor’s thesis from 2020 and topical research in the field. This research aims to examine the subject from the perspective of principals. The research questions are: How schools have implemented and planned the teaching of partly integrative worldview education in their schools? And What were the biggest factors that schools have been transferred into partly integrated worldview education? Methods. This thesis was qualitative in nature which I conducted as an interview. Interviews with six principals took place between December 2020 and February 2021. I chose to interview principals from the metropolitan area who is working at schools that teach partly integrative worldview education. This thesis does not aim for generalizability and the aim of my research was to provide information about experiences of the principals. The material was analysed using content analysis and the interview method was theme interviews. Results and conclusions. Based on the results of the study the integrated worldview education will be implemented in three different ways: to one grade, to 2-4 grades or throughout the whole primary school. I created five factory categories for why schools transferred to partly integrative worldview education. These were: 1. ideological and essential elements of worldview education factors, 2. cultural diversity factors, 3. the opportunity to arrange a teaching in a new way, 4. economic factors, 5. teaching organization factors. None of these factors were the only reason behind the transfer, but many factors worked together with transfer. Partly integrated teaching based on the results, was well received by teachers, pupils and guardians. At the beginning most questioning of the new way of teaching came from the guardians. All principals felt that integrative worldview education was a successful way to teach. In the future principals hoped for more freedom at arranging worldview education at the school level and hoped that Finland would also be transmitted to teaching of common subject for all students in worldview education.
-
(2018)The purpose of this Bachelor’s Thesis is to study different opinions of worldview education among those who work on the field of early childhood education or study the domain of science. These opinions are divided into five different approaches to worldview education (antireligious, monoreligious, multireligious, interreligious and intrareligious approach) which are based on Ubani’s (2015 & 2013) and Sterkens’ (2001) studies of religious and worldview education in primary school and early childhood education. The data of the study were collected by internet survey which was shared to three different Facebook-groups. All the groups are intended for early childhood educators and students regardless of their duty on the field or educational background. The survey consisted of both quantitative and qualitative questions but only the qualitative ones are included in this study. The qualitative part of the survey consists of six optional questions. The data of the study consists of forty-two respondents (n=42) and a total of 203 (n=203) responds to optional questions. This study is a case study of those respondents. The data were analysed with theory-based qualitative content analysis based on Ubani’s (2015 & 2013) and Sterkens’ (2001) studies. All the responses were classified to separate groups based on five different approaches to worldview education. If the responses had opinions which belong to several different approaches, these responses were classified into several groups. The purpose of the study is not to classify respondents into different approaches of worldview education but to examine how the different opinions of the approaches of worldview education are appeared in the responses. In addition to that, study is a case study of these respondents without aspirations to generalize the results of the study. Results of the study show that all the approaches to worldview education appeared on the respondents’ opinions of worldview education. However, all the opinions within one approach to worldview education did not appear and all the approaches and opinions were not as common as others. Results of the study show that opinions that point toward a multireligious approach opinions were most general among responses.
-
(2021)Tämän tutkimuksen tarkoituksena on kuvata, analysoida ja tulkita, millaisena katsomuskasvatus näyttäytyy varhaiskasvatuksen kentällä. Tavoitteena on tutkia varhaiskasvatuksen opettajien katsomuskasvatukselle antamia merkityksiä ja käytännön toteutustapoja. Lisäksi tutkittiin, miten varhaiskasvatuksen opettajat määrittelevät katsomuskasvatusta. Tutkimus toteutettiin laadullisena haastattelututkimuksena. Haastatteluihin osallistui yhteensä viisi (N=5) varhaiskasvatuksen opettajana toimivaa henkilöä. Haastateltavien koulutustausta vaihteli kasvatustieteen kandidaatista kasvatustieteen maisteriin ja sosionomi (AMK):n. Haastatteluja pidettiin yhteensä viisi (N= 5). Haastattelut pidettiin kevättalvella 2021. Analyysimenetelmänä käytettiin aineistolähtöistä sisällönanalyysia. Tulosten mukaan katsomuskasvatus määriteltiin pääosin eettisen kasvatuksen, kulttuurikasvatuksen sekä lasten maailmankatsomuksen avartamisen kautta. Muutamissa haastatteluissa nousi esiin myös varhaiskasvatussuunnitelman perusteiden ja esiopetuksen opetussuunnitelman antamat määritelmät katsomuskasvatuksen sisällöille. Monikulttuurisuuden näkökulmat nousivat myös toistuvasti esiin haastatteluissa. Katsomuskasvatuksen merkityksellisyyden kokemukset nivoutuivat tulosten mukaan yhteen varhaiskasvatuksen opettajien oman osaamisen kokemuksen kanssa. Lisäksi merkityksellisyyden kokemuksiin vaikutti lapsiryhmän katsomuksellinen tausta. Monikatsomuksellisissa ryhmissä katsomuskasvatus koettiin hieman merkityksellisempänä kuin ryhmissä, joissa katsomukselliset taustat olivat yhtenäisemmät. Katsomuskasvatusta toteutettiin varhaiskasvatuksen opettajien ja evankelisluterilaisen seurakunnan työntekijöiden yhteistyönä. Haastatteluissa nousi esiin myös erilaiset pedagogiset menetelmät osana katsomuskasvatuksen toteuttamista. Vastauksissa korostui myös arjen katsomuskasvatus, joka toteutuu eri toimintojen sisällä. Haasteelliseksi katsomuskasvatus koettiin useissa vastauksissa oman tiedon puutteen vuoksi suhteessa eri katsomuksiin. Muita käytännön haasteita olivat menetelmien, materiaalien ja ajan puute. Haastatteluissa ilmeni, että lähes kaikki opettajat kaipasivat neutraalia valmista materiaalia, jota hyödyntää katsomuskasvatuksessa.
-
(2019)The purpose of this research was to find out, what kind of a relation early childhood teachers do have to the worldview education and how early childhood teachers think their co-operation with the Creating Spaces for Diversity of Worldviews in Early Childhood Education -project influences on their relation to worldview education. This study tried to respond to the need of letting early childhood teachers ponder freely about themes around worldview education and to find out, what kind of things do early childhood teachers associate to their relation to worldview education. The evolution of this relation was reflected through the first meeting of the project co-operation to the last meeting of the first six months. As theoretical frame of reference for this research served Jack Mezirow’s theory of transformative learning together with actual studies of reflection. Three early childhood teachers were interviewed for this study and the answers they gave during the interviews were scrutinized in relation to the learning diaries they wrote soon after the first meeting. These data’s were analysed according to the principles of a data based content analysis in the light of above mentioned theories. The three early childhood teachers who participated to the research seem to have a positively charged relation to the worldview education especially after the project co-operation started. Yet two of the three teachers still feel a bit reserved in their relation to worldview education. Nevertheless all of the three interviewed teachers send clear messages that their relation to worldview education has in some levels deepened: The difference being that the effects on the teacher who is most experienced workwise are smaller than with the other two. The co-operation with the Creating Spaces for Diversity of Worldviews in Early Childhood Education -project has given the early childhood teachers more self-confidence and understanding in the field of worldview education and given them a bit more tools for fulling the objectives of worldview education.
-
(2019)Goals This study is mostly qualitative and partly quantitative, and its main goals were to examine how celebrations of religious origin are handled in Finnish kindergartens and how early childhood educators view these celebrations. The topic is connected to cultural diversity, forming of identity and worldview education in early childhood. The previous studies on this matter have shown that celebrations that are chosen to be highlighted are usually Chr istian based and from them Easter and Christmas have been the most popular in kindergartens. Worldview education has been viewed as challenging in early childhood education, but it has also propelled interest to enhance the relationship between kindergarten and children’s homes. Methods The data is based on a survey that was conducted in the spring of 2019 on a social media platform.Thequestionnairecontainedmultichoicequestionsandopen-endedquestions.The study population (n=63) is formed of early childhood educators who were working in a private or public kindergarten at the time of the data gathering. The data was analysed using both quantitative and qualitative methods. Results and conclusions The results show that 26 religious based occasions are celebrated, and 28 such occasions noted in kindergartens. Most common reasons to celebrate said religious occasions were that they transfer culture, traditions and knowledge. It was common to let the actual activities aside and only take these occasions into account when the educators felt the events had parted too far away from children’s lives or they just weren’t interpreted important enough. Mundane traditions and the many ways of expression were the most common ways to celebrate such occasions. Conversations and narrative discussions were the most common ways to give attention to those religious based events that weren’t celebrated. The study shows that handling these celebrations felt somewhat challenging, but the study population had still given them meanings that were linked to cultural aspects and sophistication.
Now showing items 1-7 of 7