Browsing by Subject "co-operation"

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  • Könönen, Kirsi (Helsingfors universitet, 2007)
    The main idea of this study was to find out how immigrants understand and define successful co-operation and professional partnership in early childhood education. Another target of this research was to think over how the parents see professional partnership from their viewpoint, and how willing / ready the they are in engaging in the professional partnership with the day care personnel. The theoretical part of this research is based on theories of immigration and theories of it's different forms, theories of cultural varieties and theory of modernizing co-operation through using professional partnership. Also guidelines and policies for day care and early childhood education play a part in the theory section. Theory part is written to support research problems. The research method used in this study is peer interview. The interviewed are both immigrants and customers of day care services. The data collected is comprised of materials from peer interviews and personal background information. The interviewed were of Somalia and Russian ethnic groups. Interview were carried out in each group in the participants own mother tongue. These peer interviews showed that parents were interested and willing to discuss professional partnership. From this research one can conclude that the term professional partnership is seen as a complex term, and as a term difficult to understand. From the results it is seen that quite often the principles of professional partnership are not carried out in practise. According to the material gathered, the parents feel that lack of common language and prejudice against immigrants effectively prevents the professional partnership from being formed. The cultural differences can become challenging in a professional partnership. Based on this research, one can conclude that when different cultures meet, there has to be mutual will to understand and to be understood in order to make sure that the children's development, both educational and physical, is supported in a best possible way.
  • Aalto, Tytti (Helsingin yliopisto, 2021)
    Intercultural communication competence entails “effective,” “successful” and “appropriate” interaction across cultural contexts. Interpersonal communication competence is central in dyadic social interaction. In addition to these concepts, the central definitions in this study are concepts of effectiveness and appropriateness related to communication competence This study aims at shedding light in the perceptions of the scholars in Villa Karo of their interpersonal communication competence in collaborative interaction with the local residents in Grand Popo, Benin. The data was obtained via semi-structured interviews conducted in November – December 2020. Seven interviewees, who had spent time as scholars in Villa Karo, were recruited via Villa Karo office in Helsinki. The data was analysed by using thematic analyses. Through coding three themes were identified in the data: language use, relationship building as competence and reflections of perceived appropriateness. The results show that the scholars had little expectations and knowledge about the culture in advance, but yet reported managing communication well in relation to the goals of the project. They all reported perceiving their interpersonal communication in their collaborative interaction as effective, meaning achieving desired, preferred outcomes in communication. The accounts of being appropriate communicators, meaning that the scholars knew how to behave and communicate according to expectations and demands of the situation were more ambiguous. All interviewees reported that their project work was actualised as planned.  
  • Multala, Maarit (Helsingfors universitet, 2013)
    Educational partnership is a working concept introduced in 2003 for the Finnish early childhood edu-cation services. The objective of my research is to study how early child-hood educators describe in their talks cooperation with parents in the context of educational partner-ship. I try to answer to the following questions by analyzing mutual shared cultural concepts used by the educators to structure their daily actions: What is the role of educational partnership in respect to the nature of their relationship with parents, their subject position, scope of their work, objectives of their work and their agency? I collected the research material by means of group interviews carried out in eight day-care centers located in the metropolitan area. The methodology of the research is based on social constructionism and discourse analysis. The analysis is qualitative, material based, detailed analyses of the early childhood educators discourse. The educators described their work through efforts towards equality with parents as well as occupational and professional expertise. Working as equal partners with parents means balancing between conflicting ways of working, thus a change in the professional and expert-focused way of working. The aim to support the growth and development of a child was viewed mainly through the aspects of structure of day care, parental, family, customer orientation and interaction. In the educational partnership talk seems not to have much room for the pedagogy deliberation when the language resources are directing educators attention away from child. Working according to the ideal of educational partnership was interpreted as a change to the early childhood care whereby the customer- and help-oriented as well as unofficial and trust-building cooperation has got foothold. Thus, the educational partnership gives room for expansion of the tasks of the workers. The contextual factors were seen as limiting as well as enabling aspects of educators agency. The responsibility of the education and interfere to the activities of parents was seen problematic, limiting the agency of the workers. On the other hand working as partner was seen as acceptable way to get access to the educational questions concerning families.