Finnish Primary School as a Learning Environment for Six-Year-Old Preschool Children

Autor/inn/en	Havu-Nuutinen, Sari; Niikko, Anneli
Titel	Finnish Primary School as a Learning Environment for Six-Year-Old Preschool Children
Quelle	In: European Early Childhood Education Research Journal, 22 (2014) 5, S.621-636 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2014.969084
Schlagwörter	Early Childhood Education; Preschool Children; Educational Environment; Qualitative Research; Case Studies; Preschool Education; Educational Quality; Physical Environment; Preschool Curriculum; Definitions; Teacher Attitudes; Parent Attitudes; Student Attitudes; Institutional Characteristics; Shared Facilities; Questionnaires; Interviews; Multiple Choice Tests; Surveys; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Qualitative Forschung; Case study; Fallstudie; Case Study; Quality of education; Bildungsqualität; Natürliche Umwelt; Begriffsbestimmung; Lehrerverhalten; Elternverhalten; Schülerverhalten; Gemeinschaftsküche; Fragebogen; Interviewing; Interviewtechnik; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Survey; Umfrage; Befragung; Ausland; Finnland
Abstract	The aim of this qualitative case study is to explore how the teachers, parents and children describe the advantages and disadvantages of preschool education when it is located in the comprehensive school context. In addition, the study aims to clarify which dimensions of the learning environment occur in preschool? The learning environment is defined in physical-aesthetic, psycho-social, and pedagogical-ethical dimensions. Accordingly, the school environment provided a socially rich learning environment for preschool children and allowed versatile relationships between the preschool children and the school's pupils. The physical proximity was beneficial to preschool teachers' co-operation with class teachers and other school experts. However, the physical proximity caused doubts which were related to parents' concerns about children's transportation, their long school days and the organisation of care in the school context. Many preschool teachers experienced that the school context lacked opportunities for play and the amount and quality of indoor and outdoor equipment and material didn't support preschool children's high-quality learning. The school's physical environment had especially significant links with the psycho-social environment by expanding social networks and favorably influencing preschool children's and pupils' school motivation. There were, however, some negative features in the psycho-social learning environment, one of which was bullying, which worried preschool children and was mostly experienced in outdoor activities. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10