Browsing by Author "Lahtela, Elina"

In Finland, preschool education has traditionally been organized both at schools and at kindergartens. There has been rather little research on the differences between these two. Since a change to basic education act (1040/2014) came into effect on 12.12.2014, preschool has become mandatory for children who will start school next term. It’s fullfilment is guided by a nationwide document called ”Esiopetuksen opetussuunnitelman perusteet (2014)” (Basics of curriculum for pre-primary education). The purpose of this study is to clarify how preschool education differs in these two distinct education environments regarding the space in use, structures of a day and school culture. Furthermore, the study brings forth some views of teachers working in pre-primary education concerning the effects that organizing preschool education either at schools or in kindergartens may have on the transitions – both when starting preschool and going to school. The material used in the study was collected by observing the pre-primary education, organized at school and at kindergarten, for one day. Moreover, two pre-primary education teachers and three children who participate in the activities from either of the environments were interviewed. All the interviews were recorded and transcribed, after which the collected material, containing observation and the interviews, was analysed using contenct analysis. The differences between preschool education organized at school and preschool education organized at kindergarten were examined by distributing them into three themes arising from the material: resources, readiness for school and equality. There were no major differences in the actual preschool activity between the preschool groups that took part in the research, although the children that participate in preschool education organized at a school seemed to be much more independent and mature than the children in the kindergarten environment. In turn, there seemed to be more resources for preschool education in the kindergarten. Then again, when organized at a school, the co-operation [between early primary school, the rest of the school and preschool education] was easier. For the children participating in preschool education organized at a school, there were some matters that positively influence and ease the start of school: the older pupils were role models, the school’s procedures, buildings and staff were already familiar for the children.