Browsing by Author "Norberg, Taru"

This research explores the experiences of nursing and teaching staff in Helsinki's Early Childhood Education area about unprofessionality and its emergence in the interaction between the adult and the child. Based on my experience and previous research, it can be stated that the documents guide early childhood education practice very loosely and interpretatively. Both, unconscious and conscious, decision making and value basis and their interpretation development, causes variation in the quality of work in an early education settings and, also between workers.   It was interesting to find out what the nursing and education staff think is unprofessional, about how they felt when they had to intervene, and how the responses showed the theoretical starting point for a high-quality educational interaction. However, day-care staff are expected to be familiar with the legislation and documents governing the field. This is a phenomenographic mixed method research, which is a one-time transversal survey. The material was collected with an E-questionnaire from one of Helsinki's early childhood area.  54 early childhood educators answered the questionnaire. The material was analyzed using content analysis and separation. The results showed that the respondents recognized unprofessional situations, but they had difficulty and variation in evaluation the gravity of the situation. Respondents also found it difficult to respond to unprofessional situations. The lack of agreed policies in their work community, lack of theoretical knowledge and understanding of the basis of legislation and documents, that creates the foundation of quality interaction between a child and an adult, makes intervention problematic and difficult. The results showed that there were deficiency in professional knowhow, communication as well as in the operating culture and leadership.