Browsing by Subject "sähköinen portfolio"

Pedagogical documentation has been given high priority in the Early Childhood Education Plan (2022) and is seen as part of the implementation of quality early childhood education. The electronic portfolio is a tool in the process of pedagogical documentation. The pedagogical documentation process is the process of planning, implementing and evaluating pedagogical activities in early childhood education. In addition, pedagogical documentation enables the participation of children and parents. Previous research has shown that the pedagogical potential of pedagogical documentation has not been fully exploited (Rintakorpi & Reunamo, 2017; Ouakrim-Soivio & Kumpulainen, 2020). This Master's thesis aimed to explore how early childhood education teachers working in daycare centres in the city of Helsinki use the electronic group portfolio and what kind of capabilities they have for implement pedagogical documentation. The study was conducted using quantitative research methods. The data were collected with an electronic questionnaire from two early childhood education districts in Helsinki. The data was analysed using the SPSS software. The data were analysed using methods such as the mean analysis and Spearman's rank correlation coefficient. In addition, the correlation of background variables with the survey results was examined using Mann-Whitney's U-test and Kruskal Wallis' test. According to the study, the electronic group portfolio is mainly used to describe the pedagogical activities and play of the group. In addition, early childhood teachers use the portfolio to clarify the pedagogical aims of the group to parents and to inform them about current issues in the group. The agency of children in the pedagogical documentation was limited in this study. Early childhood education teachers perceived their capacities for pedagogical documentation as mainly good, especially their IT skills according to this study. Among the pedagogical documentation capabilities, especially planned pedagogical documentation, perceiving the group portfolio as useful and understanding pedagogical documentation were positively correlated with the fact that the content of the group portfolio was varied and used as a tool for evaluation and development.