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

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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


    Developing participation in early childhood education

    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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