Browsing by Author "Honkanen, Satu"

Studies have shown that cooperation between families and teachers should be a respectful dialogue, focusing on the healthy, growing child. Sometimes, however, various matters impede the success of cooperation, or even interrupt it completely. The purpose of this study was to explore how cooperation with families change after a child welfare notification is filed considering the point of view of kindergarten and class teachers. There were two research questions: (1) How does cooperation with families change after a child welfare notification is filed? - by the point of view of kindergarten teachers (2) How does cooperation with families change after a child welfare notification is filed? by the point of view of class teachers. This research was conducted as qualitative research. Semi-structured interview forms were used to collect data and interviews were answered by three kindergarten teachers and three classroom teachers (n = 6). The data were collected in winter 2017 and content analysis method was used for the analysis of the data. The study results showed that after a child welfare notice was filed there were no important differences in the opinions of both kindergarten and the class teachers regarding changes in cooperation with families. It was evident that the kindergarten and class teachers both considered that cooperation decreased or communication even momentarily stopped completely after the child welfare notification had been filed. However, as time passed of the submission of the child protection notification, cooperation improved and became like the past or even improved compared to the past.