Browsing by Subject "pysyvä pienryhmä ja pysyvä vastuukasvattaja"

Objective. The goal of the study was to examine, interpret and analyze how the Reggio Emilia approach is realized in a Finnish daycare center where such an approach is implemented. This research problem was approached by examining the pedagogical fields in light of the social-constructivist theory and the perspectives of Reggio Emilia approach values and pedagogical principles. The goal of the study was also to produce information for the development of action in the studied daycare center as well as provide general and professional benefits from this application of Reggio Emilia approach to the early childhood education field. Methods. The research method was qualitative study, in which theoretical background information, interviews and observation were used to interpret the implementation of the Reggio Emilia approach in the work and activity of the studied daycare center. The research data was collected via interviews at the studied daycare center between December 2010 and May 2011, and by observing the project activities of a child group in June 2011. The interviews were used to obtain information on what kind of values and attitudes guide education and teaching in the daycare center, how these values and attitudes are realized in action, or whether they are realized at all. At the same time, the interviews were used to determine whether the educational and teaching values and principles of the daycare center differ from those of the kindergarten teachers, and if so, how they affect the actions of the kindergarten teachers. In addition, answers were sought to questions concerning the concepts of child-centeredness and the role of adults in the daycare center as well as the opinions of the kindergarten teachers on how the Reggio Emilia approach was realized in everyday actions. Observation was used to determine whether practical activities were implemented in accordance with the social-constructivist theoretical frame of reference and the results of the interviews. The collected data was transcribed and then analyzed using contents analysis. The analysis was based on the data but the conclusions also took into consideration ideas and observations based on theory. Results and conclusions. The study found that the Italian Reggio Emilia approach was applied in the studied daycare center to suit the Finnish culture and way of life. The Reggio Emilia approach was realized in the daycare center by child-centeredness actions according to the educational and teaching values and pedagogical principles. The results showed that the kindergarten teachers supported and motivated the children for independent actions and learning, they took into consideration the interests, ideas and thoughts of the children when planning activities, as well as they encourage the children to participate in interactive relationships. In the realization of Reggio Emilia approach played important role learning and thinking of children, supporting the human agency of children as well as the actions in the zone of proximal development. In addition the learning and educational environment were identified as being important. Based on the results, the kindergarten teachers in the studied daycare center considered the Reggio Emilia approach to be a comprehensive outlook on life. The results also showed clearly that this Finnish application of the approach was strongly highlighted - through the Reggio Emilia values and attitude world as well as the pedagogical principles - child-centeredness, permanent small groups, permanent responsible educators and educational partnership. As a conclusion, this study strengthens the conception of the Finnish application of the approach in the studied daycare center as child-favorable and child-centeredness, creative and open attitude world.