Browsing by Subject "laadun prosessitekijät"

Previous research has shown that there is deficiency in the quality of early childhood education of children under the age of three. The purpose of this study is to describe with discourse analysis what kind of meanings teachers give to successful pedagogy in their narratives. In addition to discourse analysis, I reason the meanings given to successful pedagogy with National Evaluation Center’s (Karvi) process factors of quality (Vlasov ym., 2018). The main question of this study is how teachers working with children under the age of three speak about successful pedagogy. The material of the study was collected with a questionnaire that was shared in two early childhood education related Facebook groups. The material consisted of 32 narratives where teachers that work with children under the age of three talk about a pedagogically successful day. The material was analyzed with discourse analysis. The analysis and interpretation were strongly based on social constructionism that emphasizes the material as the object of the study. Four larger interpretative repertoires were found from the narratives of the teachers. These repertoires were: Adult meets child, Learning is holistic, Everyone knows what they are doing and The repertoire of insufficiency. These interpretative repertoires represented the most crucial meanings given to successful pedagogy. The repertoires performed in the narratives partly overlapped and parallel. The teachers of early childhood education emphasized sensitive and individualized encounter and interaction that takes a child's interests into account. Learning was seen holistic, and it was typically placed in situations of basic care and small group action. In the aspect of Karvi’s process factors of quality there is still need for improvement in the quality of early childhood education of children under the age of three. The lack of goal-directed pedagogy and support of peer interaction in the narratives arouses a question whether the concept of participation is understood inadequately.