Pedagogical continuums and joy of expression! Pedagogy for five-year-olds and the current state of skills and art education in early childhood education and care (2021)

Picture: Veera Blässar)

  • Publication in Finnish, with an English abstract: Link

This evaluation commissioned by the Ministry of Education and Culture examined pedagogy for five-year-olds as well as the current state and development needs of skills and art education in Finnish early childhood education and care (ECEC). The assignment had two objectives. The first objective was to produce a report on the current state of pedagogy for five-year-old children and its implementation nationwide in mainland Finland as well as development recommendations based on the report. The second objective of the evaluation was to map the current situation of skills and art education in early childhood education and care. Producing recommendations for developing skills and art education was also part of the assignment.

The evaluation was based on both quantitative and qualitative data gathered by means of a survey. The survey was addressed to ECEC teachers, social pedagogues, child carers, special education teachers and family daycare childminders in municipal and private early childhood education and care. A sample from all municipalities in mainland Finland was picked in two stages for the survey. The response rate was approximately 37 percentage for day-care centre personnel and approximately 34 percentage for family day-carers.

Regarding pedagogy, the focus areas of the evaluation included the implementation of the five learning areas set out in the National Core Curriculum for Early Childhood Education and Care (2018), the planning and evaluation of the activities, and interaction between children and the personnel. In line with the definitions given in the guiding documents, the current state of skills and art education in early childhood education and care was evaluated by examining the implementation of the learning area Diverse forms of expression, the regularity of its implementation, as well as the personnel’s competence and needs for staff training.

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