Browsing by Subject "taidepedagogi"

The purpose of this study was to examine art pedagogues and their estimations of the actualization of children’s art education action objectives as well as experiences on being part of the multiprofessional team. Art pedagogues started their work as the art educators in Vantaa kindergartens on August 2016. The hiring of new art pedagogues was the continuum to Taikava-project which lasted two years and took place in the city of Vantaa in September 2014. The purpose of Taikava-project was to hire art pedagogues instead of kindergarten assistants to different kindergartens to support children who needed special support towards their growth and learning with art educational methods. The research was qualitative and was based on interviews. The interviewees were randomly chosen four (4) art pedagogues. The interview was a semistructured theme interview where different art educational objectives and multiprofessional teamwork were processed separately. Theory based content analysis was used to analyze the collected data. The guiding theory was based on earlier researches and in advance delivered children’s art education objectives by art pedagogues. These created art educational content areas which were art educational procedures, the growth processes of children and the intrinsic value of art. The guiding theory of professional teamwork was based on team principles, team communication and team work. Art pedagogues evaluated achieving art education objectives settings well during four (4) months study period. Child orientation, individual support, children’s self-regulation, emotional intelligence, bravery and ability to enjoy art were increased and worth mentioning results. Obstacles of not achieving objectives were the lack of time, the big amount of children and the new ways of working. Art pedagogues hoped to get more balance between their planned and spontaneous activity at work in future. Art pedagogues experienced having appreciation in multiprofessional teams where they were involved. Team co-operation and team communication were experienced practical all in all. Nevertheless, occasionally the lack of mental support, colleagues’ uncertainty of the new way of working, problems in interaction and information disconnects were disadvantages of working fluently.