Browsing by Subject "hoivapedagogiikka"

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  • Pirttilä, Miia (Helsingin yliopisto, 2018)
    The aim of this study is to investigate the perceptions of the value of pedagogy and also its included meanings of the early childhood education personnel who work with children under three years of age. In this study, early childhood education is approached by its central practices: care, upbringing, and education. This is a qualitative thesis using questionnaire as a research method. The data represented a sub-sample of an international survey, which was carried out in 2014 ”Aspects of the professionality in the early childhood education”. The part used in this study included 333 answers considering the views of key matters and professionality in early childhood education with infants. The theoretical frameworks used are Bronfenbrenner’s bioecological and Vygotsky’s culture-historical approaches towards child development and learning. In both theories, acts of other people and choices in children’s learning environments greatly influence child development and learning. The research questions were: Is pedagogy significant in early childhood education with children under three years of age? What are the contents given to the pedagogy? In what ways do different vocational groups describe their perceptions of pedagogy? The results indicated that only every third participant saw pedagogy as an important matter in early childhood education with infants. Three different perceptions were given to pedagogy by the participants: pedagogy was seen as a part of reciprocal processes, as pedagogical methods and strategies, and as pedagogical knowledge of child development. The education of the participants was associated with the significance given to pedagogy in the answers. The importance of pedagogy was brought up mostly by the kindergarten teachers with a bachelor’s degree from a university.