Approaches to Collaboration and Support in Early Childhood Education and Care in Finland: Professionals' Narratives

Autor/inn/en	Äikäs, Aino; Pesonen, Henri; Heiskanen, Noora; Syrjämäki, Marja; Aavikko, Lotta; Viljamaa, Elina
Titel	Approaches to Collaboration and Support in Early Childhood Education and Care in Finland: Professionals' Narratives
Quelle	In: European Journal of Special Needs Education, 38 (2023) 4, S.528-542 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Äikäs, Aino) ORCID (Pesonen, Henri) ORCID (Heiskanen, Noora) ORCID (Syrjämäki, Marja) ORCID (Aavikko, Lotta) ORCID (Viljamaa, Elina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2022.2127081
Schlagwörter	Early Childhood Education; Foreign Countries; Interprofessional Relationship; Cooperation; Teamwork; Empathy; Preservice Teacher Education; Inservice Teacher Education; Core Curriculum; Intellectual Disability; Autism Spectrum Disorders; Early Childhood Teachers; Special Education Teachers; Regular and Special Education Relationship; Nurses; Coordinators; School Social Workers; Finland + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Co-operation; Kooperation; Empathie; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Kerncurriculum; Intellect; Disability; Disabilities; Verstand; Behinderung; Autism; Autismus; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Koordinator; Social work in school; Schulsozialarbeiter; Finnland
Abstract	Children with intellectual disability and autism often receive support which is organised with interprofessional collaboration in early childhood education and care (ECEC). In Finland, a new ECEC curriculum was launched in 2022. The core curriculum and renewed legislation on ECEC emphasise collaboration between professionals and parents. In this study, we examined approaches and practices regarding collaboration and support in the context of Finnish ECEC. The data were collected from ECEC professionals (N = 104) using the method of empathy-based stories (MEBS). The MEBS used frame stories through which professionals responded to a variety of descriptions about a child's situation, whether positive or negative. The analysis resulted in four narratives, which were about: (1) a culture of self-survival and individual responsibility, (2) interprofessional collaboration as a core method (3) one's own and the team's competence supporting the child, and (4) pedagogical practices in constructing inclusion. Findings suggest that, teamwork and interprofessional collaboration should be enhanced in pre- and in-service training and practices in ECEC. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01