Browsing by Author "Lindén, Katja"

National core curriculum for pre-primary education (2014) and National Core Curriculum for Early Childhood Education and Care (2016) pointed out the significance of emotional education in the early childhood education and in the pre-primary education. The purpose of this study was to describe kindergarten teacher’s experiences and views on emotional education. This study tries to represent kindergarten teacher’s experiences and views, how they put emotional education into practice and those requirements and challenges they have faced in teaching emotional education. The study was implemented by interviewing three voluntary kindergarten teachers. All of them were working in preschool in Vantaa. The ones interviewed were randomly chosen from the kindergarten that were contacted. Material of this study was collected by half structured theme interviews. All three Kindergarten Teacher agreed on the importance of emotional education and what it means. All of them put emotional education into practice while working with children. The most mentioned core content areas, by teaching emotional education, was Art and Culture and Language. Drama was the most mentioned way of teaching emotional education. The requirements of good emotional education were teachers’ own interest and similar line with all other adults in the group and in the kindergarten. Parents’ and colleagues’ different point of view about the emotional education was felt challenging. Kindergarten Teachers’ also saw that changes in the way of parenting and hectic rhythm of life was challenging too.