Browsing by Subject "uskonnollis-katsomuksellinen orientaatio"

The purpose of the thesis was to examine, how religion-ethics orientation is defined in kindergartens early childhood education plans, and how it is implemented accordingly. Basis of early childhood education plans defines guidelines for implementation of orientations. According to earlier researches can be noted that implementation of religion-ethics orientation is anyhow mixed, and it differentiates from other action in kindergarten. Additionally, other researches have shown that high-quality religious education can be used to prevent conflicts and promote charity. That is why I feel this issue is important to be studied. This thesis is mainly qualitative. Its material was analyzed by using material-based content analysis. Material was constructed of 16 randomly selected unit-specific early childhood education plans in districts in the South and East areas of the Helsinki city. Material was collected in August 2016 by selecting randomly kindergartens having education plan. In the analysis phase two plans must be changed to other ones, because content of those plans was not valid for the purpose of thesis and classes of those would have distorted research results. According to results religion-ethics orientation is defined in two ways: by celebrations and cultures, and by community. Kindergartens in the East area emphasized more approaching orientation using celebrations and cultures, while the South area’s kindergartens approach was more on community basis. When analyzing how orientation is implemented according plans, it can be seen two main classes. The first one was ‘methods used in kindergarten’ –class, which included e.g. artistic experience, discussions, and taking care of age level. The other class was “Participation of partners to religion-ethics action”, which included participation to implementation of external persons not belonging to kindergarten. It can be seen in these results, that kindergarten –specific plans followed the line of the nationwide plan. As a conclusion it can be said that both definition of orientation and implementation has unit-specific differences. It must be noticed that results can’t be used as a common solution, because the target of the research was documents. In my opinion results of this research can be utilized when updating unit-specific early childhood education plans.