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How are various levels of curricula for early childhood education formed?.................1 WHAT’S NEW in curriculum for early childhood education?.......................................2 Curriculum for early childhood education (VASU) emphasises…………………………...3 Core values……………………………………………………………………………………………....4 Transversal competence……………………………………………………………………………....5 Comprehensive pedagogy………………………………………………………………………….....8 Participation……………………………………………………………………………………………...9 Plays and games……………………………………………………………………………………….10 Information and communication technology…………………………………………………..11 Multiliteracy…………………………………………………………………………………………….12


A child shall be entitled to early childhood education and lifelong learning. Varhaiskasvatuslaki (Early Childhood Education and Care Act)

Core curriculum for early childhood education Finnish National Board of Education

Picture: Finnish National Board of Education

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Local curricula for early childhood education (VASU) Providers of early childhood education

Curriculum for early childhood education of a child (A child’s VASU) Day care centres and family day care


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Core curriculum for early childhood education does not refer anymore to a recommendation like before but to a national regulation. Curriculum for early childhood education shall oblige the personnel to plan, implement and assess early childhood education on a consistent basis in the whole country. The local curricula shall oblige the personnel within early childhood education to commit themselves to procedures and activities in accordance with the varhaiskasvatuslaki (Early Childhood Education and Care Act), core values, aims and contents, both in day care centres and family day care along with also in other early childhood education activities. The new, local curricula for early childhood education (VASU) shall be introduced on the 1st of August 2017.

Curriculum for early childhood education of the City of Kajaani

Curriculum for early childhood education of Kajaani is based on the national curriculum for early childhood education. The personnel within early childhood education, parents/persons having custody of a child and children were involved in drawing up, developing and assessing the curriculum for early childhood education of Kajaani. Kindergarten teachers shall be responsible for that each child is to be provided with a curriculum for early childhood education together with a child, his/her parents/persons having custody a child along with other personnel. Each child shall be provided with individual curricula at least once a year. An early childhood education discussion (VASU discussion) shall be held by a kindergarten teacher or by other responsible person for education.

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The new national curriculum for early childhood education (VASU) emphasises: 

An idea about a learning community that consists of both children and adults. In this learning community, the accepting and positive atmosphere is of great importance, enabling a high-quality interaction and children’s participation.

The new curriculum for early childhood education of the City of Kajaani emphasises that: 

The child-oriented approach is the basis for the early childhood education in Kajaani and a child’s participation is of vital importance.

What does this mean in practice? 

We shall talk with a child and an adult guides a child while being genuinely present at the same time. Opportunities shall be given for a child’s ideas and thoughts and he/she is to be helped to implement them. Individual learners shall be taken into consideration in the planning of activities. A child shall be given space and time in order to be able to process in accordance with his/her own capabilities. A child is an active player and he/she shall be provided with opportunities to fulfil himself/herself through trial and error. A child can learn and experience things in various kinds of environments.

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THE NATIONAL CORE VALUES The general principles regarding core values in core curriculum for early childhood education are the primary of a child’s interest, a child’s right to well-being, care and protection, consideration of a child’s opinions, demand on non-discrimination and equal treatment and prohibition of discrimination of a child.

INTRINSIC VALUE OF CHILDHOOD – A CHILD’S RIGHTS – NON-DISCRIMINATION, EQUALITY DIVERSITY OF FAMILIES – HEALTHY AND SUSTAINABLE LIFESTYLE

CORE VALUES OF THE CITY OF KAJAANI Early childhood education of the City of Kajaani is guided by the common values of the city: JUSTICE – SAFETY – TOLERANCE – CONFIDENCE IN THE FUTURE The identity and local knowledge of or pertaining to Kainuu shall form the basis for becoming a part in the process of internationality.  The multicultural Kainuu: a child shall learn to value and respect himself/herself and the others.  A child’s active activity and participation is important in all doings.  The early childhood education environment must enable a child’s comprehensive well-being.  The aim is to enhance children’s physical, mental and social well-being.

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? THINKING AND LEARNING

CULTURAL COMPETENCE, INTERACTION AND EXPRESSION SELF-CARE AND EVERYDAY LIFE SKILLS

MULTILITERACY AND COMPETENCE IN INFORMATION AND COMMUNICATION TECHNOLOGY

PARTICIPATION AND INFLUENCING Page 5


Transversal competence

Transversal competence

includes

inter

Thinking and learning

alia

multiliteracy, self-care and other skills needed in the everyday life. It also is cultural competence and communication skills that are needed in the increasingly complex world. A good early childhood education shall provide a solid ground for developing this knowledge and these skills.

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

A child practises to learn learning skills in accordance with his/her level of development.

A child’s own identity is strengthened and a child is encouraged to his/her own thinking through a positive feedback.

A child is encouraged to innovate, implement and assess his/her own doings through pictures, storycrafting, video-recording and own outputs.

Cultural competence, interaction and self-expression 

A child practises, under the guidance of an adult, good interaction skills, learning to listen the others and accepting dissenting opinions. A child also practises for settling any problem situations constructively.

In early childhood education positive human relations are to be created along with practising emotional skills, acceptance and valuation of diversity.

Each child is precious and he/she needs to be treated accordingly.

Self-expression and linguistic awareness shall be supported with the help of nursery rhymes, plays, games, drama and fairy tales.


Self-care and everyday life skills 

Participation and influencing skills

Early childhood education shall take care of its part that the recommendation for children’s daily physical activities shall be implemented. ‘Ilo kasvaa liikkuen’ programme shall be implemented in the day care centres and recommendations for physical activity in early childhood shall be taken into consideration. Children shall be provided with opportunities for doing and participation, for example in common work tasks related to everyday life, like setting the table, folding the clothes and other similar daily activities and doings.

An adult shall be active and take the initiative in interaction with a child.

The purpose of early childhood education is to support a child’s gradually developing participation and influencing skills.

Children and parents/persons having custody of a child shall participate in drawing up, implementing and assessing curriculum for early childhood education together with the personnel within early childhood education.

A child is an active and responsible player whose opinions are appreciated.

Multiliteracy and competence in information and communication technology

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The objectives of learning related to information and communication technology within early childhood education are available in the provincial ICT strategy of Kainuu.

There are particular persons responsible for ICT issues in every day care centre who provide guidance for other employees in utilising ICT tools.

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Planning of the pedagogical activities is based on a child-specific observation in which an adult’s sensitivity towards a child along with continuous observations plays a significant role.

A child’s individual needs shall be considered based on these observations.

A child’s participation is a key principle in all activities.

Plays and games are key methods of work in the pedagogical activities.

The basis for planning and implementation of the pedagogical activities is children’s interests through which they are motivated for learning new things and skills.

How does this appear in the everyday life of early childhood education? 

The employees within early childhood education shall encounter children individually in everyday life situations, by talking with and listen to them.

Children shall be encouraged to tell their thoughts, opinions and wishes and these are documented regularly.

Versatile learning environments shall be provided.

Planning of the pedagogical activities shall include the whole period of activities, instead of single activity moments and sessions.

Every moment of the day is important and the unhurried activity is a key principle related to all doings.

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What does participation mean? It is appreciative encounter with children, listening their thoughts and responding to their suggestions. It refers to children’s rights to be heard and participate in such things that affect their own life. It consists of opportunities for being participated in the implementation and assessment of planning together with the personnel.

How does this appear in the everyday life of early childhood education? 

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Interaction between children, parents/persons having custody of a child and the personnel within early childhood education is positive and supportive. A child’s ideas and thoughts shall be provided with opportunities and he/she shall is helped to implement them. Individual learners shall be taken into consideration in the planning of activities. A child shall be given space and time in order to be able to process in accordance with his/her own capabilities. A child is an active actor and he/she shall be provided with opportunities to fulfil himself/herself through trial and error. The purpose of early childhood education is to support a child’s gradually developing participation and influencing skills as well as to encourage a child to be initiative.

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How does this appear in the everyday life of early childhood education?

Plays and games form a key procedure in early childhood education, whose purpose is to provide children with opportunities for various kinds of plays and games.

The meaning and importance of plays and games for a child is understood in early childhood education along with its pedagogical opportunities for enhancing well-being and learning. Plays and games form such kind of an activity that motives a child and brings joy and in which a child at the same time shall learn new skills and create meanings by himself/herself and in the world Page around them.

Children’s social relationships shall be supported and it is to be ensured that everyone has an opportunity for participating in the plays and games along with the common activities.

The personnel shall observe children’s plays and games and they combine plays and games with enriching functions, such as fairy tales, nursery rhymes, drama, visual expression and physical activity (movement).

Playing environments shall be modified in accordance with children’s wishes and preferences.

Children’s plays and games may be modified freely by utilising the available spaces and by moving the playing tools as required by the plays and games.

The employees within early childhood education shall be present in the play and game situations, either by participating themselves in the plays and games or by being present otherwise in such play and game situations where an adult has no active play and game role.

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The role of information and communication technology in the everyday life shall be studied and observed with children. Also different kinds of ICT tools, applications and games shall be familiarised with.

Digital documentation shall be utilised in plays and games, studying, physical activities along with artistic perception and production.

Any opportunity for a child for trying and producing contents by himself/herself and with other children by using information and communication technology shall enhance children’s skills in creative thinking and cooperation along with literacy.

How does this appear in the everyday life of early childhood education? The personnel shall guide children for versatile and safe use of information and communication technology.  Children shall have an opportunity for example to photograph, videotape or record their own or the group’s working.  Children can, according to their interest, practise making media presentations and search for information from various data sources under the guidance of an adult. 

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Multiliteracy is an essential basic skill.

Multiliteracy refers to skills in interpreting and producing different kinds of messages.

As a basis for multiliteracy is a broad understanding of the text, according to which various texts can be, inter alia, in written, spoken, audiovisual or digital form.

Multiliteracy includes diverse literacies, such as graphic, numerical, media and basic literacy.

Multiliteracy is connected compactly with skills related to thinking and learning.

How does this appear in the everyday life of early childhood education? Things and articles/objects shall be named and diverse concepts learnt with children.  Children shall be inspired to study, use and produce messages in diverse environments, also in digital ones.  In order to become multiliterate, children shall need adults’ model along with rich text environment, culture that has been produced by them and such cultural services that are suitable for them. 

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READ MORE ABOUT CURRICULUM FOR EARLY CHILDHOOD EDUCATION OF THE CITY OF KAJAANI AVAILABLE AT www.kajaani.fi/palvelut/varhaiskasvatus A child’s right to good early childhood education

Sources: Finnish National Board of Education Core curriculum for early childhood education – City of Kajaani 2017

Photos: Perttu Penttinen

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