Browsing by Author "Olli, Lilli"

The purpose of this qualitative research was to describe and interpret the meaning and grounds of worldview education from the guardians perspective and their wishes regarding worldview education in early childhood education. Previous research has shown worldview education to be a tense content area within early childhood education. Studies have focused mostly on the professionals point of view. Whereas little attention has been given to the guardians perspective. The research questions were as follows: 1. What meanings do guardians give to worldview education in early childhood education? 2. What grounds do guardians present for worldview education in early childhood education? 3. What wishes do the guardians express towards early childhood worldview education? The data consisted of four thematic interviews and open-ended entries of the questionnaire. 11 guardians answered the questionnaire. The data was analyzed using theory-driven content analysis, and utilized methods based on discourse analysis. The results were mirrored with Balčin et al.'s (2021) model of the worldview dimension of worldview education. The data shows that guardians see multi-perspective worldview education as a way of promoting accepting differences and as a mediator of a model of a good person. The necessity of the content area was questioned as early childhood education resources are critical. The meanings were built from a secular and pluralistic dimension. The guardians' grounds for worldview education focused on a shared Finnish value base, the nurturing of cultural tradition and the rights of the child. The grounds were located in the secular and monovalent dimension. The guardians expressed a preference for religious sensitivity and valued a high level of competence in worldview education from the professionals, nonalignment of worldview education, uniform practices, caution on trips to other worldview communities and stronger description of worldview education and discussion about it. The wishes were focused on the secular dimension. The guardians had a positive attitude to multi-perspective worldview education, but the practices related to its implementation revealed tense questions and attitudes in which the interpretation of one's own background in worldview education was highlighted. This thesis reveals that discussion about world-view education between guardians and personnel in early childhood education is in major role promoting multi-valued society which allows different worldviews. Discussion requires personnels' competence of worldview reflection and sensitive attitude towards religion and worldviews. In the light of this thesis, these previous skills should be supported among personnel in early childhood education.