Browsing by Author "Aartonen-Amhil, Tanja"

Aims. This study examines the involvement of pre-school children in early childhood learning environments. The theoretical framework of the study is examined in the light of previous research data on inclusion, but also in terms of key concepts related to inclusion. The study also examines learning environments and participation in learning environments in various documents on early childhood education, international agreements, and the Early Childhood Education Act. The aim of the study was to find out how pre-school children perceive their involvement in the physical learning environments of kindergarten and what perceptions they have about the design, construction, and modification of these environment. Previous research has highlighted how children’s participation in play is realized, especially in free play. This study seeks to examine whether a child’s involvement in the design, construction, and modification of these learning environments is realized. Methods. The study is a qualitative case study based on guided tour rounds in kindergarten pre-school learning environments. The rounds were conducted as an open group interview where children were allowed to guide the research according to what they said about the environments. The material was collected in 5 rounds, a total of 34 pages of spelled text. The material was analyzed by theory-based content analysis. Results and conclusions. Based on their experiences, children’s inclusion appeared varied and ambiguous. The children were familiar with their learning environment and the activities that take place in them. They had ideas and suggestions for changes to the facilities, and they rightly brought them up. However, the realization of inclusion was dependent on the adult, and it was ultimately the adult who determined the framework for the realization of inclusion. The results of the study also showed the children's personal experiences, as the results showed a variety of experiences of inclusion.