Browsing by Subject "aikuisen sensitiivisyys"

The aim of this thesis was to clarify which factors are involved when under three-year-old children are starting early childhood education. The key word to this study is also adaptation, considering that transition is not only about the one moment when child starts day care. Earlier studies have shown that multiple different factors are involved in the adaptation process and those factors are not necessarily combinable into the context of early childhood education. For example, interaction between parents and children, child’s individual characteristics, adult sensitivity and the quality of early childhood education has shown to be in connection within the transitioning from home care to day care. This thesis was implemented as a narrative literature review and research material consisted of five (5) articles. Those were selected in terms of configured headwords and criteria from 13 articles. At first the material was written down with its aims, methods and results. Articles were also evaluated based on their content. After this, themes of those articles were listed into the chart. In this way it was simple to perceive matching themes and differences in terms of the analysing process. The results of this thesis showed that attachment and interaction between child and his primary caregiver in home context related to the transitioning to day care. Children with insecure attachment had more challenging adaptation process than those who had secure attachment with their primary caregiver. Lack of interaction between the primary caregiver and the child was also one factor contributed to this transition and adaptation. Adult sensitivity in early childhood education was a major factor influencing to the adaptation process. Sensitivity in group had more positive effects on the attachment security toward childcare providers than a one-to-one interaction. There were also individual differences between the children as one of the articles results addressed what kind of external reactions children showed while adapting to a new environment. Cooperation between early childhood educators and parents were emerged as factors easing the adaptation process. However, sometimes that cooperation came out as a challenge when parents did not follow the given instructions in child’s adaptation. Primary caregiving system in the context of early childhood education was also shown to be challenging. Results argue that flexible teamwork between parents and educators, adult sensitivity, educators’ workmanship and considering the individual differences between children, are essential factors in transitioning from home care to early childhood education.