Supporting Children's Participation in Finnish Child Care Centers

Autor/inn/en	Venninen, Tuulikki; Leinonen, Jonna; Lipponen, Lasse; Ojala, Mikko
Titel	Supporting Children's Participation in Finnish Child Care Centers
Quelle	In: Early Childhood Education Journal, 42 (2014) 3, S.211-218 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-013-0590-9
Schlagwörter	Foreign Countries; Child Care Centers; Student Participation; Early Childhood Education; Questionnaires; Child Caregivers; Caregiver Attitudes; Factor Analysis; Predictor Variables; Professional Development; Job Skills; Educational Practices; Special Needs Students; Children; Preschool Children; Preschool Evaluation; Preschool Teachers; Finland + Suchen Sie Ihr Suchwort? Ausland; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Fragebogen; Caregiver; Caregivers; Carer; Child; Children; Faktorenanalyse; Prädiktor; Produktive Fertigkeit; Bildungspraxis; Sonderpädagogischer Förderbedarf; Kind; Kinder; Pre-school age; Preschool age; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Finnland
Abstract	Children's participation in the early childhood education context is a multidimensional issue and educators have a significant role in enhancing participation. In this paper, we focus on the existing challenges to children's participation and the ways that child care educators can work as teams to meet those challenges. The data were collected with a questionnaire from 1,114 child care teams working in the Helsinki metropolitan area. These teams consisted of almost 4,000 educators who took care of almost 20,000 children. Through ESEM factor analysis, the variables were organized into five factors: Adult-Child Ratios, Professional Skills; Managing Work; Work Practices and Special Needs. The team members felt they had a varying impact on the different challenges: highest on professional skills and managing work and lowest on Adult-Child Ratios. The results offer material for reflecting on practices in early childhood education especially when children's participation must be developed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10