developing participation in early childhood education
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DEVELOPING PARTICIPATION IN EARLY CHILDHOOD EDUCATION. 22. 9. 2011. Science day, Faculty of Behavioral Science. Jonna Leinonen ([email protected]) Department of Teacher Education University of Helsinki http://www.mv.helsinki.fi/home/jonkanga/. Idea of Children’s Participation.

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developing participation in early childhood education

DEVELOPING PARTICIPATION IN EARLY CHILDHOOD EDUCATION

22. 9. 2011

Science day, Faculty of Behavioral Science

Jonna Leinonen ([email protected])

Department of Teacher Education

University of Helsinki

http://www.mv.helsinki.fi/home/jonkanga/

idea of children s participation
Idea of Children’s Participation
  • From Convention of the Rights of the Child (United Nations, 1989)
      • PARTICIPATION, PROTECTION AND PROVISION
  • From New Sociological paradigm

(e.g. Corsaro, 1996; Woodhead, 2010)

      • Child as an agent, with voice and knowledge
  • From Democratic education
      • Learning to be an democratic and empowered citizen

Jonna Leinonen & Tuulikki Venninen Department of Teacher Education and VKK-Metro

participation in early childhood education
Participation in Early Childhood Education
  • Communication and interaction are parts of Participation (Clark, 2005; Greve, 2009)
  • Participation needs adult’s support (Berthelsen, 2006, Thomas 2002)
  • Child is competent actor (eg. Nyland, 2009), who has oppinions and views about her own life (eg. Pramling-Samuelson, 2001)
  • Getting support of initiatives and ideas, safety of learning and experiences of being important from the adults (Venninen, Leinonen & Ojala, 2010)

Jonna Leinonen & Tuulikki Venninen Department of Teacher Education and VKK-Metro

vkk metro and participation
VKK-Metro and Participation
  • VKK-Metro is a development center of ECE in Metropolitan Area of Finland
  • During 2009-2011 the aim was measure and portray and develop further children’s participation
  • Development is based on reflective practices (Ojala & Venninen, 2010)
  • Development was measured by survey with 102 questions (9 open ended and 93 scaled questions) answered by working teams (2-5 person in each)

Jonna Leinonen & Tuulikki Venninen Department of Teacher Education and VKK-Metro

continues
Continues…
  • Survey explored teams attitudes, routines, ways to act (in both care and education) and teams conceptions about the barriers against participation and the facilitating participation in every day practices
  • Data was collected in May 2010 (based on pre-research in Jan 2010) and again in May 2011
  • N = 74 teams from 21 pilot day care centers
  • My focus is on changes in every day practices during the year of development

Jonna Leinonen & Tuulikki Venninen Department of Teacher Education and VKK-Metro

development of supporting participation was modeled by
Development of supporting Participation was modeled by:
  • Variables of Likert-type scale (from 1=Never to 5=Always) were compared between 2010 and 2011
  • Shier’s (2001) model of Pathways to Participation was used for dimensioning participation
      • 5 –dimension structure about how teacher should act to facilitate children’s participation
        • 1) children are listened
        • 2) children are supported to express their views
        • 3) children’s views are taken account
        • 4) children take part in decision making process
        • 5) children share power and responsibility in decision making

Jonna Leinonen & Tuulikki Venninen Department of Teacher Education and VKK-Metro

children chances to take initiatives in care routines
Children chances to take initiatives in care routines

Jonna Leinonen & Tuulikki Venninen Department of Teacher Education and VKK-Metro

reflections of children s participation from 2011
Reflections of children’s participation from 2011
  • “As early as coming to the day care centre in the morning our children have a clear idea of what he / she wants to start doing, with whom and where. It appears in children´s cheerful enthusiasm.“
  • “We have stood for the children of our group, bringing children´s perspectives on many issues. We have brought children´s opinions to the meetings of our work community.”
  • “Watching the everyday situations from a new point of view; as the situations of fertile interaction and as an opportunity to be close with the child.”

Jonna Leinonen & Tuulikki Venninen Department of Teacher Education and VKK-Metro

what participation brings
What participation brings?
  • Conceptions about hearing the voice of children through their expresses of joy and communality was growing
  • Conceptions of children’s competence of making choices were growing
  • Conceptions about adults presence and interaction with children are essential part of children´s participation were growing
    • Conceptions about fear of sharing power with children were lowering

Jonna Leinonen & Tuulikki Venninen Department of Teacher Education and VKK-Metro

slide11

Thank You for Your Attention!

[email protected]

http://www.mv.helsinki.fi/home/jonkanga/

Jonna Leinonen & Tuulikki Venninen Department of Teacher Education and VKK-Metro

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