Haku
Viitteet 1-2 / 2
Maahanmuuttajataustaisten vanhempien ja lasten osallistumisen ja osallisuuden mahdollisuuksia esiopetuksessa ja sen opiskeluhuollossa
(2021)
Opinnäytetyö tehtiin yhteistyössä pääkaupunkiseudun ”Lapsen paras -Yhdessä enemmän” -hankkeen kanssa (LAPE, valtakunnallinen lapsi- ja perhepalveluiden muutosohjelma 2016-2018). Hanke keskittyi opiskeluhuollon, yhteistyörakenteiden ja...
The thesis was made in collaboration with the Amendment program of services for children and families (LAPE, a government funded program during 2016-2018). One of its projects, called “Lapsen Parhaaksi – Yhdessä Enemmän” focused on developing student welfare, child-oriented services and structures for collaboration. As a part for the final evaluation of this project, the thesis aimed to find out about the possibilities for participation and inclusion of pre-school children and their caretakers with an immigrant background in the student welfare services in one pre-school unit in the capital area. The thesis focused especially on the communal student welfare. The theoretical framework included the model of inclusion by Harry Shier (2001), developed further for the early years education by Jonna Leinonen (2014). Also a model for inclusion by Lars Leemann and Riitta-Maija Hämäläinen (2016) was used for determining the degree of participation and inclusion of caretakers. In addition, the specific factors of inclusion for persons with an immigrant background were considered. The research material was collected by interviewing 5 caretakers and 6 children, and the language and culture teacher of the pre-school. The interviews were examined by qualitative methods and compared with recommendations for multicultural practices by the LAPE work team of student welfare services for children and youngsters with an immigrant background. As a result, concerning the individual student welfare services, the importance of personal contact with the teacher as an information channel for the services was underlined. Concerning the communal student welfare, most of the recommendations were supported by the interviewed caretakers though some were received with reservation. Many of the caretakers would have been enthusiastic in participating into the activities of the pre-school and taking part in organizing them. There are true possibilities that the participation of the caretakers could develop towards inclusion if there would be enough resources in the pre-school unit to support this development. Due to the developing skills in Finnish, the interview proved too difficult for the children. The interview of their teacher and observations in the class situations pointed out towards equal chances in participation in the pre-school activities and an atmosphere of acceptance of different backgrounds and levels of language development. Children had though ideas and preferences for activities in the pre-school and their opinions could be heard in planning the activities....
The thesis was made in collaboration with the Amendment program of services for children and families (LAPE, a government funded program during 2016-2018). One of its projects, called “Lapsen Parhaaksi – Yhdessä Enemmän” focused on developing student welfare, child-oriented services and structures for collaboration. As a part for the final evaluation of this project, the thesis aimed to find out about the possibilities for participation and inclusion of pre-school children and their caretakers with an immigrant background in the student welfare services in one pre-school unit in the capital area. The thesis focused especially on the communal student welfare. The theoretical framework included the model of inclusion by Harry Shier (2001), developed further for the early years education by Jonna Leinonen (2014). Also a model for inclusion by Lars Leemann and Riitta-Maija Hämäläinen (2016) was used for determining the degree of participation and inclusion of caretakers. In addition, the specific factors of inclusion for persons with an immigrant background were considered. The research material was collected by interviewing 5 caretakers and 6 children, and the language and culture teacher of the pre-school. The interviews were examined by qualitative methods and compared with recommendations for multicultural practices by the LAPE work team of student welfare services for children and youngsters with an immigrant background. As a result, concerning the individual student welfare services, the importance of personal contact with the teacher as an information channel for the services was underlined. Concerning the communal student welfare, most of the recommendations were supported by the interviewed caretakers though some were received with reservation. Many of the caretakers would have been enthusiastic in participating into the activities of the pre-school and taking part in organizing them. There are true possibilities that the participation of the caretakers could develop towards inclusion if there would be enough resources in the pre-school unit to support this development. Due to the developing skills in Finnish, the interview proved too difficult for the children. The interview of their teacher and observations in the class situations pointed out towards equal chances in participation in the pre-school activities and an atmosphere of acceptance of different backgrounds and levels of language development. Children had though ideas and preferences for activities in the pre-school and their opinions could be heard in planning the activities....
Lapsen esiopetuksen oppimissuunnitelman laadinta
(2021)
Tämän päiväkirjamuotoisen opinnäytetyön tavoitteena oli perehtyä syvemmin lapsen esiopetuksen oppimissuunnitelman laadintaan ja kaikkeen sitä edeltävään työhön. Opinnäytetyö toteutettiin varhaiskasvatuksen opettajan työssä vantaalaisen päiväkodin...

