Browsing by Subject "yhteenkuuluvuuden politiikka"

Tiivistelmä - Referat - Abstract Objectives. The goal of this thesis was to examine, what are the prerequisites for building be-longing from the point of view of children who need significant support in early childhood education, and what concrete actions are used to build this belonging. This was clarified by interviews with early childhood education professionals. The aim of this research is to produce new information and bring out the "silent knowledge" in the field of early childhood education through the joint speech of the discussants. The frame of reference in this research, is in early childhood education and with children who need significant support, and in building their belonging. The research opens up the concept of inclusion as a central principle guiding ear-ly childhood education. The concept of inclusion is essentially related to the concept of be-longing. With the help of current legislation and studies, the research opens up how to organize the support a child needs in early childhood education. In the theoretical framework, the child's participation, the politics of belonging and the means by which belonging can be built, are discussed. Methods. This thesis was inspired by a project called VAKA-TUVET, that aimed to increase awareness of significant support in early childhood education. The research material was collected with two focus group interviews and one individual interview from nine special teachers of early childhood education. Qualitative content analysis was used to analyze the interview material. With the help of the analysis, the data was loosely connected to the theoretical framework. Results and conclusions. From the results, it could be concluded that formation of belonging is a changing process, that must be consciously built and constantly evaluated through joint discussions. From the point of view of children in need of significant support, the inclusive culture of the work community was seen as a key. Taking individuality into account and re-moving obstacles is seen as an everyday matter in such a community. In discussions in teams, the importance of belonging to the child must be opened up, and information about the support required must be shared. In these discussions, a plan must be made on how to build belonging in everyday situations. Belonging was seen to be built in everyday life from individual solutions where the needs of all children are taken into account, keeping in mind the overall picture in terms of belonging. The sensitive and multidimensional role of professionals as builders of belonging of the children in need of significant support, and of the entire group, was felt to be essential. In concrete everyday situations, belonging was built with material actions, the pedagogical practices of the group, and the functional actions of professionals, which guided children to connect with others. In the linguistic actions of the professionals, speech that builds community was emphasized, as well as the creation of barrier-free opportunities for communication. The results are largely consistent with previous results, the importance of sensitive professionals who build belonging was highlighted and belonging should be built consciously in everyday life. It was felt that more information is needed about significant support, this information can increase understanding. Based on the data, the joy and absorption of work emerges, which can be experienced at work among children who need significant support. This requires properly sized resources and an operating culture that builds belonging. Diversity and the individual needs of children can be a wealth for the whole group.