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Progressive feedback in Finland

In the National Finnish television (Ylen Aamutv) on 23 Sep our project was presented. The progressive feedback in early education is a unique project globally with important new insight. Unfortunately the program is only in Finnish, see  Yle Areena.

Peer relations in ECEC

In Finland we had more than 60 000 observations, of which more than 23 000 included peer relations. Helsingin Sanomat reports on our findings August 31.

EARLI 2017 presentations

We have three presentation in EARLI 2017 conference 29 Aug – 2.Sep:

Enhancing Physical Activity in Taiwanese Early Childhood Education and Care Jyrki Reunamo, University of Helsinki, Finland; Li-Chen Wang, Chang Gung University of Science and Technology, Taiwan; Hui-Chun Lee, Tzu Chi University, Taiwan.

How to implement the observation strategies to raise the Quality of Early Childhood Education (ECEC) James Ko, The Education University of Hong Kong, Hong Kong; Jyrki Reunamo, University of Helsinki, Finland; Hui-Chun Lee, Tzu Chi University, Taiwan; Li-Chen Wang, Chang Gung University of Science and Technology, Taiwan; Hui-Hua Chen, National Dong Hwa University, Taiwan; Shu-Shuan Shih, Tzu Chi University, Taiwan.

Progressive feedback in Finnish Early Childhood Education and Care (ECEC) Jyrki Reunamo, University of Helsinki, Finland; Li-Chen Wang, Chang Gung University of Science and Technology, Taiwan; Hui-Chun Lee, Tzu Chi University, Taiwan; Shu-Chuan Shih, National Taitung University, Taiwan; Hui-Hua Chen, Dong Hwa University, Taiwan.

Media interest

Our project was the main headlines in 17th August in the Finnish main quality newspaper Helsingin Sanomat. Early years education matters! The text is in Finnish, try it with Google translate. At least you can enjoy the inspiring pictures!

Progressive feedback in Early Years

In Finland, Progressive feedback in Early Years is a project funded by the National Agency for Education. There are 12 municipalities participating in the project, which aims for sustainable development of ECE. We develop tools, measures and practices, with which we can get valid and reliable research results on Early Education activities.We also aim for data driven feedback for the educators and experts of Early Education. We have a conference describing the project and working out future plans 16 August, with some Taiwanese examples to share with the Finnish participants.

Taiwanese colleagues have arrived

Taiwanese researchers, teachers and students have arrived in Finland. They will be introduced to Finnish Early Education, day care centers, kindergarten teacher studies and research on the subject. Our colleagues also have produced new development models for their work and they are eager to discuss them with Finnish teachers. We have also done similar data collection in Finland and the comparison have resulted in a lot of interesting similarities and differencies across cultures. You can meet the Taiwanese colleagues, for example, at the Progressive feedback conference in 16th August in Helsinki.

Self-regulation

Self-regulation is the key when children learn to pioneer the path of their lifes and to take their life in their own hands. Jouni Veijalainen’s, Jyrki Reunamo’s and Alisa Alijoki’s article Children’s self-regulation skills in the Finnish day care environment has been accepted for publication in the Journal of Early Childhood Education Research. In the article, it is shown clearly that children’s skills are not separate but are highly intertwined. We hope that the article helps educators to see the ingredients of self-regulation better. Because social skills are also related to self-regulation, these skills expand to shared other-regulation too. It means that children learn to shape of things to come.

Funding for multicultural research

Alli Paasikivi foundation has granted Outi Arvola 21 000 euro for studying Multicultural children in early childhood education. The grant will help Outi to get the results of the Orientation to support the inclusion and well-being of multicultural children and their families.

 

How to consider observers?

Municipality representatives (click for a bigger picture)

In Finland, we have 12 cities and municipalities participating in the observation. In a meeting 11 April, we had a meeting with the municipalities’ representatives to plan the best possible observation training. We have two aims: Firstly, we need to have a valid and reliable observation. Secondly, we need to take good care of the observers. They need to get an experience of doing an important job. They also need to acquire personal development and insight by doing the observation. We need to build a system that the observers want to stick with, to ensure a sustainable and evolving progressive feedback.

Leadership and children’s experiences

Taru Terho studied leadership in day care centres and its connection with children’s everyday activities in the setting. The main finding has been that the directors’ views and ways to conduct pedagogical leadership was connected with children’s everyday activities. Leadership was not just about management or staff leadership, it had connections with children’s experiences. The connections were measured by totally independent measures of observation and directors’ evaluations, which increase the reliability of the findings. For example, good leadership was connected with good quality play in the day care centre. Unfortunately, only Taru’s abstract is in English.