Browsing by Subject "Positiivinen pedagogiikka"

Goals. This study investigates the application of positive pedagogy in one Finnish kindergarten. In addition, it finds out early childhood educator’s views on positive pedagogy in that particular kindergarten. Since positive pedagogy is a relatively new orientation in the world of education, it has not yet been studied much. Thus, a general overview of this operating culture is in place. The objective of positive pedagogy is to move away from problem-oriented thinking and move towards discovering strengths (Seligman, Erns, Gillham, Reivich & Linkins, 2009, s. 294). Methods. Interviews with six educators from the same kindergarten were collected for this qualitative study. The material was analysed with data-driven content analysis. Results and conclusions. The early childhood educators described positive pedagogy favourably and with very little criticism. The main criticism that came up was the lack of knowledge of positive pedagogy and resulting slightly negative attitude towards it from other educators working in the field. All the early childhood educators who were interviewed described the operating culture of positive pedagogy in a very similar way and the responses showed that the unit has worked hard on the issue. The impressions of early childhood educators about what positive pedagogy entails were remarkably alike and the descriptions of how to implement positive pedagogy were very similar. The benefits of positive pedagogy in the work community and in the staff's own development were also strongly highlighted in the interviews. The application of positive pedagogy in the unit was reflected in everything starting from the year plan. Positive pedagogy was at the heart of all activities and featured in the educator’s interactions with both the children and their guardians. The language of strength, which is an integral part of positive pedagogy, came up on several occasions during the interviews. The active use of the language of strength in everyday life seemed to help the children to perceive strengths and even to learn the use of the language of strength in their own speech while communicating with other children.