Browsing by Author "Nevala, Piia"

Objectives. The goal of this thesis was to examine the assumptions of an inclusion that personnel in early childhood education have. The theoretical context of this study is the ecosystem model of inclusive early childhood education. Model is developed based on Urie Bronfenbrenner´s ecological systems theory. In the ecosystem model is described macro-, meso-, ecso- and microsystem factors that has to be considered when early chilhood ecucation is developed as more inclusive. Concepts are also explained. Methods. The material of this thesis was collected in research that clarified the state of special support in early childhood education. In this thesis was analysed one question´s answers of that research. Answers was given 572. From these answers was chosen five personnel groups whose answers was received more than 15. From these groups (early childhood special education teacher, early chilhood education teacher, childminder, nursery nurse and day care center manager) was chosen 15 answers each, based on discretionary sample. The answers that were chosen told about inclusion from works point of view. The answers were analysed and categorized in themes. Fenomenografi and dialogical theme-making was used as methods. Results and conclusions. Seven themes were made from the answers: the pedagogical solutions and tools that support inclusion, inclusion as a value, associates who support inclusive early childhood education, inclusion as a child´s right, inclusion as a child’s place, the challenges that inclusion has and enough education and know-how for inclusion. Themes were divided in between personnel groups. Inclusion as a value and inclusion as a child´s right were mentioned in every groups answers. The pedagogical solutions and tools that support inclusion was mentioned mostly by early childhood education teachers and early childhood special education teachers. Inclusion as a child´s place was mostly mentioned by early childhood special education teacher and day care center managers. Inclusion´s challenges were mentioned mostly by nursery nurses and day care center managers. Enough education and know-how for inclusion was mentioned by day care center managers, early childhood education teachers and nursery nurses. Associates who support inclusive early childhood education was written by early childhood special education teachers and early childhood education teachers.