Browsing by Author "Pesonen, Elisa"

The purpose of this study was to examine how the teachers of the early childhood education experience their special educational competence and provoke discussion about the number of the special educational studies of the degree of the teacher of the present early childhood education. At the moment the studies of kindergarten teacher lasts three years on an average because the education is with candidate radars, and compulsory special educational studies include only five (5) study dots. Due to inclusion on the early childhood education field there are an increasing extent of the diagnosed and undiagnosed needs for the support with the 0-6-year-olds to which the graduating teacher should be able to answer. This increase in the needs for the support is a consequence from the inclusion's the most central thought: every child's right to participate in the workday of his or her closest early childhood centre despite of the needs for the support he or she has. There were only a few Master´s and Bachelor´s thesis for the present the earlier studies on the subject. The research design was qualitative and the material was collected with the methods of the semi-structured theme interview through the video calls. As the informants eight kindergarten teacher acted in the study from different parts of the metropolitan area and their work experience varied from one to 25 years. The material was analysed with the methods of the content analysis. According to the research results, the teachers of the early childhood education experience their special educational competence mainly as minor. The support is given to the teachers of the early childhood education from the special teachers of the early childhood education but for the sake of the scantiness of resources the support is experienced as mainly consulting and inadequate. Work experience affects competence positively.