Browsing by Subject "kasvatuskumppanuus"

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  • Peltonen, Jarna (Helsingfors universitet, 2015)
    The aim of this study was to find out what kind of perceptions about three-step support model parents have. Participating families and parents were those whose children got intensified or special support in early childhood education. To clarify parents' perceptions sub-questions in this study were: 1) how well do the parent's know the concept of a three-step support model, 2) what kind of perceptions parents have of the support their child received, 3) what participating parents think of educational partnership and finally 4) what kind of feelings parents have of support. This topic is accurate, because the three-step support model has been used only four years, since 2011. Parents conceptions of this topic hasn't been really surveyed yet. However, strengthening the parental involvement is mentioned more and more in various national documents, f.ex in National core curriculum for Pre-primary and Basic Education which is currently in process. So the need for this study is evident. The theoretical framework of this study reviews development and learning support in early childhood education, the three-step support model as an intervention and educational partnership. Educational partnership is looked especially through the ecological theory of Bronfenbrenner. The data was collected by using semi-structured interviews. Twelve parents, whose children were receiving intensified or special support in early childhood education, were interviewed in this study. The methodological approach in this study was phenomenography and the data was analysed with phenomenografic analysis using Atlas.ti program as a tool. Phenomenographic survey research results can be considered as analysis generated "outcome space". The upper-level categories in outcome space were Parents' varying awareness of three-step support model, Parents' perceptions of the child's support, Many forms of educational partnership and Spectrum of emotions. Based on the results of this survey can be concluded that parents involved know the three-step support model really variously and mostly quite poorly. Parents suggested that the concept of three-step support model should be clarified more to the families, despite the fact that parents were trustworthy that things goes well in practice.
  • Leino, Anna (Helsingfors universitet, 2006)
    Aims. Research is linked with National basis on early childhood education curriculum (2003) published by National Research and Development Centre for Welfare and Health (Stakes). In the basis term partnership is used to describe cooperation between parents and day-care staff. Research ́s aim was to find out how parents and kindergarten teachers define this new concept and their role in the partnership. Aim was also to survey how they feel partnership is realized in care and development agreement discussions between staff and parents of under 6-year old children. Furthermore it was researched what elements on the basis of their experiences do affect partnership and what things they feel should be developed to get partnership realized better. Research was expected to raise up useful information to be used in planning, developing and realizing partnership in kindergartens. Methods. Research material was collected by theme interviews in November - December 2004. Interviews were completed in 12 kindergartens located in one social center area of Helsinki. Kindergartens were chosen randomly. One teacher from each kindergarten was interviewed and in 10 kindergartens of 12 one mother of under 6-year old child was interviewed. Interviews were based on thinking partnership in general and in thinking it with reflection on one specific care and development agreement discussion. Parents reflected partnership on their latest discussion and teachers chose one discussion of the discussions held in autumn 2004. Material was transcribed and analysed by Gillham ́s 11-point directions to content analysis. Results and conclusions. Definitions of partnership and experiences of it varied a lot. Partnership was felt very personally and many humane elements, like familiarity and characteristics of partners, were connected to partnership. Common elements in definitions of partnership were for example trust, respect and communication between partners. The care and development agreement discussion seemed to be an important situation in developing partnership. At the same time, it was also seen as a situation that had a lot to be developed. Interviewees felt that neither the care and development agreement discussion nor the form used in it, took enough account on child’s individuality and personality. Other developmental tasks mentioned were linked more on developing already existing forms of partnership activity in day-care settings. Those were for example developing the daily discussions between parents and day-care staff members. Wishes for developing new forms of partnership activity were mentioned only seldom.
  • 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.
  • Sääskilahti, Eeva-Maria (Helsingfors universitet, 2015)
    Objective. The goal of the study was to examine, interpret and analyze how the Reggio Emilia approach is realized in a Finnish daycare center where such an approach is implemented. This research problem was approached by examining the pedagogical fields in light of the social-constructivist theory and the perspectives of Reggio Emilia approach values and pedagogical principles. The goal of the study was also to produce information for the development of action in the studied daycare center as well as provide general and professional benefits from this application of Reggio Emilia approach to the early childhood education field. Methods. The research method was qualitative study, in which theoretical background information, interviews and observation were used to interpret the implementation of the Reggio Emilia approach in the work and activity of the studied daycare center. The research data was collected via interviews at the studied daycare center between December 2010 and May 2011, and by observing the project activities of a child group in June 2011. The interviews were used to obtain information on what kind of values and attitudes guide education and teaching in the daycare center, how these values and attitudes are realized in action, or whether they are realized at all. At the same time, the interviews were used to determine whether the educational and teaching values and principles of the daycare center differ from those of the kindergarten teachers, and if so, how they affect the actions of the kindergarten teachers. In addition, answers were sought to questions concerning the concepts of child-centeredness and the role of adults in the daycare center as well as the opinions of the kindergarten teachers on how the Reggio Emilia approach was realized in everyday actions. Observation was used to determine whether practical activities were implemented in accordance with the social-constructivist theoretical frame of reference and the results of the interviews. The collected data was transcribed and then analyzed using contents analysis. The analysis was based on the data but the conclusions also took into consideration ideas and observations based on theory. Results and conclusions. The study found that the Italian Reggio Emilia approach was applied in the studied daycare center to suit the Finnish culture and way of life. The Reggio Emilia approach was realized in the daycare center by child-centeredness actions according to the educational and teaching values and pedagogical principles. The results showed that the kindergarten teachers supported and motivated the children for independent actions and learning, they took into consideration the interests, ideas and thoughts of the children when planning activities, as well as they encourage the children to participate in interactive relationships. In the realization of Reggio Emilia approach played important role learning and thinking of children, supporting the human agency of children as well as the actions in the zone of proximal development. In addition the learning and educational environment were identified as being important. Based on the results, the kindergarten teachers in the studied daycare center considered the Reggio Emilia approach to be a comprehensive outlook on life. The results also showed clearly that this Finnish application of the approach was strongly highlighted - through the Reggio Emilia values and attitude world as well as the pedagogical principles - child-centeredness, permanent small groups, permanent responsible educators and educational partnership. As a conclusion, this study strengthens the conception of the Finnish application of the approach in the studied daycare center as child-favorable and child-centeredness, creative and open attitude world.
  • Mikkola, Heidi (Helsingin yliopisto, 2020)
    This thesis presents parents’ thoughts about software solution for communication, Wilma, as a collaboration tool between home and school. The research questions are: 1. What do parents think about Wilma as a collaboration tool between home and school and 2. What kind of expectations and development proposals parents have to improve Wilma and it’s use. This thesis presents a qualitative research which was conducted using an open-ended survey. 15 parents who were using Wilma took part in the e-survey. The data was collected in January 2016. The analysis was conducted using theory-guided content analysis that contained seven categories. The categories were 1) communication and interaction, 2) support for learning and growth, 3) the student’s active role, 4) cooperation and community, 5) behavior and practices, 6) usability, and 7) guidance and training The parents were generally satisfied with communication and interaction via Wilma. They experienced increased interaction between home and school. Parents wanted to get a variety of information of their child and school. They experienced different types of practices how teachers used Wilma and they hoped mutual practices in schools. In the future it would be interesting to study what teachers and students think about Wilma and how they would develop Wilma as a collaboration tool and its use between home and school in general.
  • 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.
  • Tuominen, Suvi (Helsingin yliopisto, 2018)
    Objectives. The objective of this thesis was to find out about parents' perceptions of the collaboration between home and school. The results were compared with Joyce L. Epstein's research on home-school partnership. The second objective was to develop a practical model of positive home-school partnership. The idea of positive home-school partnership is based on the results of this study, on Epstein’s home-school partnership, and on theories on positive pedagogy and positive parenthood. The last two focus on the individual's personal strengths. Methods. The study is qualitative and was carried out using a phenomenographic approach. The research data was collected from parents of six-graders from five schools in two towns. In total, 18 individual parents responded to an e-survey, with four of them selected for an additional interview. The interviews were carried out as themed interviews. The research material was analyzed by grouping significance units that formed subcategories. From those subcategories, categories of description were formed, the relations of which were depicted in a system of categories of description. Results and conclusions. Four categories of descriptions presenting parents’ views of home-school collaboration were found in this study. The categories were 1) forms of collaboration, 2) roles in collaboration, 3) preconditions for collaboration, and 4) significance of collaboration. The results indicate that home-school collaboration is considered an important factor regarding a child's learning and school performance. However, home-school collaboration is not yet on the level of partnership. To improve the collaboration between home and school, a positive home-school partnership model was created. The objective of the model is to consider the comprehensive wellbeing on the child. The methods and conditions of the model align with strength-based education principles.
  • Tanneraho, Maija (Helsingfors universitet, 2014)
    The main objective in this research is to bring forth the elements of parent involvement, which are found in the context of Finnish early childhood education according to experiences and personal opinions among early childhood educators. The Includ-ED –project (Strategies for Inclusion and Social Cohesion in Europe from Education 2006), has been used as a frame for the research. This EU project, carried out between 2006-2011, was promoting social inclusion. As background research I have unraveled how the co-operation between educators and parents develops into educational partnership, since parent participation intersects both. The aim for the applied research problems were to highlight factors promoting and preventing inclusion and co-partnership. The research had a qualitative viewpoint. Elements and phenomena of parent involvement in early childhood education were to be brought out in the case study through human experience among early childhood educators. A case study consisting of a co-operation network of early childhood educators from one particular day care center formed the research context. The research material was gathered during autumn 2009 by interviewing early child-hood educators and their fellow educational professionals in a day care center situated in Helsinki metropolitan area. The research material consisted of four standardized open interviews. The analysis of the transcripted research material was carried out by content analysis. The research material revealed six elements promoting parent involvement; cooperation, interaction, respect, trust, tolerance and also the helping of parents in Finnish early childhood education context. The research material also revealed three elements preventing or obstructing parental involvement; areal demographical and social diversity, language problems and children's problems as a disincentive in parent involvement. The most significant promoting element in parent involvement was scheduled or prearranged pedagogical discussions between parents and educators. According to this research the lack of a mutual language between parents and educators prevented parent involvement, which was emphasized in daily interactions or encounters. As a result of this research it is proposed, that it is highly important to offer further training to early educational personnel if required and to pay attention to the possibilities of the workplace to improve and develop its working methods, by granting it time for professional discussions.
  • Salo, Anni-Mari (Helsingin yliopisto, 2019)
    Goals. The study deals with home-school collaboration in the context of resolving school bullying. The goal of the study is to find out how home-school collaboration is constructed and described in parent-focused online texts about school bullying. The rationale for the study is that these texts contribute to parents’ preconceptions about home-school collaboration when dealing with bullying. These preconceptions will inevitably be reflected in the home-school collaboration. Methods. Research materials were gathered using Google search engine. The final research material was put together by specifying exact criteria for the material. The selected material was classified into themes using content analysis. Identifying the themes helped understanding the texts in the material. The material was then examined using discourse analysis, which allowed identifying specific discourses in the discussions about home-school collaboration. Results and conclusions. By identifying the themes in the material, it was found out that texts directed at parents included with topics such as forwarding information, instructions and subjects that mentally affect the parents. A discourse analytic examination indicated that the texts contain several different discourses: 1) School leading the collaboration, 2) Parents leading the collaboration, 3) School and home being equal agents, 4) School and home against each other and 5) No collaboration due to circumstances