Varhaiskasvatussuunnitelman perusteet huoltajalle (englanti)

The fundamentals of early childhood education plan

For guardians

What is an early childhood education plan?

Early childhood education plan (vasu)

 Is a document that guides all early childhood education

 Implements the early childhood education objectives set by the early childhood education act

 Promotes the implementation of equal early childhood education throughout the country

 Obligates the early childhood education staff to commit to the early childhood education act and in accordance with the basis value grounds, objectives and contents In kindergartens, family day-care and in other early childhood educaton.

 Guides quality development

Early childhood education plan of City of Kajaani

 The composing and developing and the assessment of the City of Kajaani’s early childhood education plan is done by the staff of early childhood education, parents and the children.

 Teachers of early childhood education are responsible that for every child is created together with the child and their guardians and other staff their own early childhood education plan.

 Individual early childhood education plans are created for every child at least once a year.

 Early childhood education conversation, vasu-conversation is held by the early childhood education teacher of other person responsible of education.

Matters highlighted in early childhood education plan

The notion of a learning community that is composed of children and adults together. In a learning community a big weight is given to accepting and a positive environment, which makes possible a high quality interaction and that furthers the involvement of the children.

Involvement of the children is of paramount importance in Kajaani’s early childhood education.

What does this mean in practice?

An adult encounters the children sensitively and produces for them feeling of being seen and heard. The children and the guardians are included on all the levels of activity implementation. All of the children have the right for involvement despite of developmental level and skill. Inclusivity promotes the childrens involvement and learning. Every child has the right to be part of a group and get positive learning experiences. With the help of observing and documenting, the implementation of involvement is made visible

National value base

Absolute value of childhood:

Child’s right for a good and safe childhood is protected. Every child is unique and precious as they are.

Growing as a human:

The staff supports the childrens growth into humanity and educates to value justice and a will to operate in a rightful way in relation to others around. In early childhood education bullying, racism and violence is not accepted in any form.

Child’s rights

The child has many rights, which purposes are to secure the child’s implementation of individuality, good early childhood education and versatile experience acquisition.

Equality, equal rights and diversity:

Early childhood education promotes Finnish society’s democratic values. The staff’s task is to create a diversity respecting environment.

Diversity of families

The educational community is based on an open and respectful position on diverse families. Every family is precious.

Healthy and sustainable lifestyle

In early childhood education the children are guided on well-being promoting lifestyles, childrens emotional skills and aesthetical thinking and the principles of a sustainable lifestyle is followed.

Widespread competence

Thinking and learning

Cultural competence, interaction and expression.

Taking care of oneself and day to day skills.

Digital competence

Participation and influence

Multiliteracy

Widespread competence

Widespread competence is, among other things, multiliteracy, taking care of oneself and other day-to-day skills. It is also cultural competence and interaction skills, that are needed in a more and more diverse world. A good early childhood education provides a strong base for the development of these knowledges and skills.

Involvement of the child is of paramount importance in Kajaani’s early childhood education. Also at kindergartens, inclusivity and the fulfillment of assessment is highlighted.

What does this mean in practice?

An adult encounters the children sensitively and produces for them feeling of being seen and heard. The children and the guardians are included on all the levels of activity implementation. All of the children have the right for involvement despite of developmental level and skill. Inclusivity promotes the childrens involvement and learning. Every child has the right to be part of a group and get positive learning experiences. With the help of observing and documenting, the implementation of involvement is made visible.

Widespread competence

Widespread competence is, among other things, multiliteracy, taking care of oneself and other day-to-day skills. It is also cultural competence and interaction skills, that are needed in a more and more diverse world. A good early childhood education provides a strong base for the development of these knowledges and skills.

Thinking and learning

• The basis of early childhood education is doing together in interaction with other children.

• The child practices learning learning skills in the level of his/her developmental level.

• The child’s feeling of self is strengthened and the child is encouraged to think for themselves by positive feedback.

• The child is encouraged to brainstorm, implement and assess his/her own doings through pictures, fables, videos and their own creations.

Multiliteracy

• With the children will be investigated and conversed about the surrounding different forms of messages, for example, traffic signs, pictures, advertisements, among other things. And practice producing and interpret them together with the children

• The children are given a chance, for example to produce their own animations, stories and presentations and they will be saved and viewed together with the children.

Digital competence

• With media education the childrens media skills development is supported.

• Important is an adult’s presence and an awareness about what the child does with the digital tools.

• The child will be taught, that it is important to inform an adult, if he/she encounters content that brings up in them negative feelings or experiences.

Widespread competence

Cultural competence, interaction and expression.

• The child practices with the guidance of an adult a good interactions skills, listening to others and accept different opinions and practices solving problem situations.

• In early childhood education positive relationships are created, emotional skills are practiced and accepting and valuing of differences

• Every child is valuable and he/she is treated in accordance to it.

• Self expression and language awareness are supported with fables, play, nursery rhymes and drama.

Taking care of oneself and day-to-day skills.

• In every group body sensation education and safety skills learning in different day-to-day situations are catered to.

• Emotional skills are practiced with the children, taking the child’s needs and developmental level into account.

• The children are offered a chance to participate in activities and involvement to shared day-to-day tasks, for example, in setting up tables, folding clothes and similar daily activities.

Involvement and influence skills

• An adult is active and initiating in interaction relationship with the child.

• The function of early childhood education is to support the childrens slowly developing involvement and influence skills.

• The children and guardians participate in creation of the early childhood development plan together with the early childhood education staff.

• The child is an active and responsible opreator, whose opinions are valued.

Widespread pedagogy

The pedagogical operations plan is based on child spesific observing, where the adults sensitivity towards the child and continuous observing is in central role.

 The child’s individual needs are noted by observations.

 Involvement of the children is a central principle in all of the activities.

 Play is a central work method in pedagogical activities.

 The starting point of development and implemetation of pedagogical activites is the childrens interest, through which the children are motivated to learn new things and skills.

 In early childhood education all situations are seen as a place for learning, wondering and conversation. The world is explored together with the children.

 The children are encouraged to share their thoughts, opinions and wishes, and these are documented regularly.

 Diverse learning environments are designed and built together with the children.

 Pedagogical activities planning is aimed at the whole activity time instead of any single activity session.

 Every moment of the day is important and unhurriedness is a central principle in activity.

How does it show up in early childhood education’s everyday life?

Involvement

What is involvement?

Individual and appreciative encountering of the children, listening of their thoughts and answering their initiatives. It is the childrens opportunity to be involved in the matters affecting their own life. All of the childrens involvement is made possible, regardless of age, developmental level or skills.

How does it show up in early childhood education’s everyday life?

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Every child is an individual and he/she will be noticed and appreciated as he/she is.

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The childrens, staff’s and guardians initiatives, views and opinions are appreciated.

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The childrens ideas and thoughts are given opportunities and the child is helped to implement them.

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Strengths and interests are taken into account in the activities.

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Every child and adult will be seen and heard every day.

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The children and adults are given opportunity to be involved in the planning of operations, implementation and assessment.

Play

Play is a central activity in early childhood education, which function is to offer the children opportunities for different plays. The significance of play and its pedagogical opportunities for promoting well-being and learning is understood in early childhood education. Play is an activity that motivates and gives joy to the child and creates meanings from oneself and the world around.

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The childrens social relationships are supported and made sure, that everyone has a chance to join the shared plays and shared activites.

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The staff observes the childrens plays and combine into the plays, activites that enrich the play, such as fables, nursery rhymes, drama, visual expression and movement.

 The play environment is modified in accordance with the childrens wishes and preferences.

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The childrens play can freely transform by using the freely available space and by moving the play instruments with the needs of the play when needed.

How does it show up in early childhood education’s everyday life?

Inclusion

In an inclusive operating culture involvement, equality, and equal rights are promoted in all of the activites. Every child has the right to be part of a group, be involved in shared activies and grow into their own potential through strengths and positive learning experiences. Inclusive operating environment’s precondition is a high quality pedagogical and spesial pedagogical expertise and activity, care-taking of the child’s well-being and the staff’s commitment to the principles of inclusion.

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Everyones involvement is made possible equally.

 The child is offered appropriate learning challenges and they are secured with the needed support.

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The learning environments are assessed and developed together with the children.

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Attitudes regarding equality and equal rights are discussed in the working community.

How does it show up in early childhood education’s everyday life?

Assessment

The Assessment is aimed at the early childhood education’s activities, learning environments and implementation of the early childhood education plan. The pedagogical activities assessment’s purpose is the development of early childhood education and the childrens development and learning conditions improvement. The early childhood education activities are assessed and developed from the point of view of national level and organizer-, unit- and the individual.

How does it show up in early childhood education’s everyday life?

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The children and guardians are involved in the early childhood education assessment.

 The child’s early childhood education plan implementation is assessed together with the guardians and the child.

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The staff implements a purposeful and a goal oriented self assessment in kindergartens. In this case the focus of the assessment can be, for example, the staff’s interaction with the children, the atmosphere in the group or pedagogical activities.

The Child’s development and learning support

The dvelopment and learning support is part of a high quality early childhood education activity and it belongs to every child that needs it. The support is implemented in three levels general, enhanced or special support.

The starting points of organizing support are the child’s strengths and the needs related to learning and development and well-being.

In Kajaani’s early childhood development, organizing of the child’s support is a solid part of a quality early childhood development activity. The child has the right to receive support at the appropriate support level as soon as the need for support has been observed.

The guardian will be contacted as soon as the child manifests learning or developmental challenges or when worry arises in the staff about the child’s well-being.

The child can receive support also through other services having to do with the child or family. It is important that the local childrens and families services create a purposeful whole in organizing support for the child.

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