Exploring Service Accessibility for Families and Children in Vantaa: A Diary Study from an Early Childhood Social Pedagogue’s Perspective
Wadud, Sharmin (2025)
2025
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2025060420436
https://urn.fi/URN:NBN:fi:amk-2025060420436
Tiivistelmä
The purpose of this thesis was to explore and clarify the role of social pedagogues in daycare settings and how they use their professional expertise to support families through municipal services. The aim was to strengthen professional identity and deepen understanding of their everyday responsibilities and influence in early childhood education.
This diary-based thesis was developed over eight weeks. The focus was on identifying how social pedagogical knowledge is applied in practical daycare work and how it contributes to the well-being of children and families. The theoretical framework was built around social pedagogy, professional roles, municipal services, service accessibility, and related barriers. Weekly diary entries detailed key tasks, interactions, and reflections, and were analyzed using relevant literature and research.
The findings highlighted the essential role of social pedagogues in fostering supportive, inclusive, and solution-focused practices in daycare environments. Their work often involved recognizing family-specific challenges, offering guidance, and collaborating with other professionals. The diary also underscored the need for greater clarity and recognition of the social pedagogue's role within early childhood education teams, as it remains somewhat undefined in many settings. This thesis offers practical insights and encourages continued dialogue about integrating social services in daycare environments.
This diary-based thesis was developed over eight weeks. The focus was on identifying how social pedagogical knowledge is applied in practical daycare work and how it contributes to the well-being of children and families. The theoretical framework was built around social pedagogy, professional roles, municipal services, service accessibility, and related barriers. Weekly diary entries detailed key tasks, interactions, and reflections, and were analyzed using relevant literature and research.
The findings highlighted the essential role of social pedagogues in fostering supportive, inclusive, and solution-focused practices in daycare environments. Their work often involved recognizing family-specific challenges, offering guidance, and collaborating with other professionals. The diary also underscored the need for greater clarity and recognition of the social pedagogue's role within early childhood education teams, as it remains somewhat undefined in many settings. This thesis offers practical insights and encourages continued dialogue about integrating social services in daycare environments.