WEBVTT Kind: captions; Language: en

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[♫ rhythmic theme music plays ♫]

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It is important that all children in
ECEC and pre-primary education have equal

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opportunities to benefit from rich,
meaningful and joyful interactions during

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this often first experience
outside their home environment.

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Starting ECEC means a lot of new
experiences, especially for a child, but at

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the same time it changes the
daily life of the whole family.

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In the beginning, it's important
to review the goals and routines

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of early education and
the group of children.

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Creating a good and confidential
relationship between guardians and

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professionals is important for
the best interests of the child and

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should be sought right
from the first meeting.

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Effective, functional and
trust based cooperation is a

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good basis for a
successful education path,

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and supports a child growth,
well-being, learning and safety.

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Professor Niina Rutanen from the
University of Jyväskylä has been studying

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the first days of ECEC and the
transitions during the ECEC day.

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A child's transition from
home care to ECEC is a huge

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step for many families and children.

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The child's world opens to
institutional, ECEC and to a broader

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community and friendship
relations at the same time.

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Families' everyday routines change as
parents may return to work or studying.

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When we discuss a child's initial
experiences with ECEC in the Finnish

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context, it's important to pay
attention to the extensive maternity,

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paternity and parental leave structure.

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This leave period and the
possibility for home care allowances.

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Means Finnish children start in ECEC

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not much earlier than
when they are about one year old.

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The majority start only after two
years of age, about 60% of them.

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There is no separate nursery
setting for the youngest ones,

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but all enter ECEC regardless of age.

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The families can apply for an ECEC
place at any time during the year,

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but many of the children
begin along with the start of

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the school year when
families return from holidays.

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Based on the latest research, we
know how this period of transition

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can be challenging for the whole family.

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Daily routines are reorganised.

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New rules and identities are
assumed in new settings and

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new emotional experiences are encountered.

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Families and parents also differ in terms
of how much time and resources they actually

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have for preparing themselves and
their child for the transition.

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Some may receive a job or study
place on a very short notice.

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If we turn our gaze to ECC centres,
they often have a specific plan and

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practices for how to receive
newcomers and their families.

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Before the first day a home
visit is often offered, along

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with an opportunity to visit the centres.

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Discussions with the personnel are seen as
important in sharing knowledge about the child,

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but also for the family to learn
about the centre and their practices.

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The intention of the visits and conversations
is to enhance the sense of collaborative

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relationship building, so that the child
would feel safe but also to help the

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families feel comfortable and able to
express their needs and wishes in relation

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to the transition and ECEC practices.

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Finnish ECEC is strongly based on teams
of professionals working in shifts.

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This emphasis on a team of professionals
is also visible, in on how support

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is offered to the child and
the family in the transition.

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If we look at other countries, the
emphasis is often a key teacher model where

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one person is central in
receiving and supporting the child.

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In Finland the emphasis is on
shared relationship building

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and the role of all team members.

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In supporting the child and the family,
in addition to conversations and visits,

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a range of tools are used to support
the child in the transition to ECEC,

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such as photos and objects from
home taken to the centre.

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Families may also receive messages
or photos from the personnel

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to be able to follow the first
day of the child in the centre.

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Ideally, this communication and sharing
supports not only the child in the process,

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but also strengthens the trust between
the parents and the personnel, which is

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linked to the well-being
of the child in the centre.

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Research has shown the benefits of positive
partnerships in parental involvement, when

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parents are encouraged to take an
active role in their child's education.

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From a guardian's perspective,
starting ECEC is also exciting.

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The guardian's positive
attitude towards starting ECEC

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will help a child get off to a good start.

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The lovely thing about early
education and care in Finland

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is that we are all
regarded as individuals.

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That is, there are as many characters
among the little ones as they are families.

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I mean, single parents, joint
custody, variations of relationships.

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This has to be taken into account.

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The centres do a proper job in it.

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I mean finding out who you
really are and what is going

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on, not just what you like or not.

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This would mean that guardians
not only are willing to

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have open discussions, but also demand it.

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Whatever the topic, the centres respond.

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On a daily basis, there's
always somebody at the centre

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to see that the child is in safe hands.

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Coming and leaving delicate situations,
and you don't want to start day

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with uncertainty, or worse to
see the little one in tears.

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Picking up the child is
usually the best ever situation.

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The bliss of reunion.

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The ECEC staff sums up the events
and prepares us for the following day.

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This kind of collaboration I feel
is essential, including mutual trust.

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Personally, I wish to know
about the group situations.

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I mean, my focus is more on
social skills than on other issues.

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We discuss about group dynamics and
send messages with the ECEC staff.

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Then of course, we pause about
other topics to on a regular

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basis like skills, needs and other issues.

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We've been given a chance to
visit the centre beforehand.

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This is a good option, since it was
a new situation for the whole family.

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In fact, I was the one
who needed reassurance.

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The child was pretty much sorted
out with the new situations anyways.

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In the beginning of ECEC one, once you
get to know the person and and learn about

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the policies, routines and what
have you as early as possible.

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This is why we need it, interaction
and discussions provided by the centre.

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[♫ music ♫]

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Interaction between children and adults
is a core function of early education

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pedagogy and ECEC centres' pedagogical
working culture, both of which are

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directly linked to the
child's experiences.

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The underlying values of early education and
legislation also refer to the significance of

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the respective interaction relationship,
especially its safety and stability.

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Postdoctoral researcher Jenni
Salminen studies interaction situations

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in educational settings at
the University of Jyväskylä.

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Good adult child interaction
is the right of the child

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and the responsibility of the adult.

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Finnish ECEC acknowledges that it is personnel who
built and facilitate these interactions, and that

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by doing so such interaction is linked
with thoughtful pedagogical work.

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Indeed, high quality adult child
interaction can support children's

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well-being learning and development.

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For instance, in the context of Finnish
early child education and care, the benefits

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of adult child interaction have been reported
for children, social competence, self-regulation,

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skills, learning, motivation
and emerging academic skills.

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There is also agreement that
different characteristics of adult

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child interactions serve
different functions.

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First, as one of the key aspects of
attachment theory, the emotionally supportive,

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warm, sensitive and responsive interaction
between ECEC personnel and children

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serves as an important source
of security for children.

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When children feel that their needs have
been a properly met and their initiations and

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feelings are acknowledged, they are free to
roam around their interactional environments

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and fully engage in social
exchange with personnel and peers.

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The emotional tone of interaction is
particularly crucial for facilitating the

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child's experience of agency
and being heard and acknowledged.

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This reflects the central principles
of seeing their child in Finnish ECEC.

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Secondly, the interaction between
ECEC personnel and children is also

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an avenue for supporting group work
with peers through fostering children's

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co-operation and behaviour regulation.

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In Finnish ECEC personnel, commonly
established clear and positive expectations

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for how the children are to interact in
the group, along with engaging them in

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the creation of shared rules
or modelling proactive behaviour.

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This type of interaction with children
provides not only a predictable environment

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for the children to work in, but also
enhances experiences of making shared decisions

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and fortifies their shared
conception of us in the group.

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Third, along with Vygotskian principles, the
development of children's language and thinking

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skills is taking place in the context
of interactions and relationships.

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Therefore, the properties of the interaction
and language exchanges between adult

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and children are not only critical for fostering
children's emotional and social experiences,

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but also for their learning
and thinking skills.

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Daily interaction in ECEC
provides countless opportunities

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for dialogic exchange of ideas.

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Scaffolding and elaborating of
matters of children's interests

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with nuanced information
and rich language.

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Opportunity to learn is therefore
naturally present in every

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encounter between personnel
and children in ECEC.

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Furthermore, Finnish core curriculum for
ECEC emphasizes the importance of interactions

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for fortifying children's thinking and
learning as one area of transversal competencies

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and significant part of engagement
into the society as future citizens.

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The quality of interaction is influenced
by the emotional support offered

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by the adult in group and
individual level interaction.

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This means a sensitive way of
encountering the children in the group

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and noticing their emotional
and cognitive needs.

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This also means an ability
to respond to these needs.

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Taking the children's perspectives
and initiatives into account.

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[♫ music ♫]

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When talking about the daily
rhythm of ECEC and pre-primary

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education, we often mean
structure of this kind.

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Here the times of the day have been
estimated, within which the child

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typically moves from one
activity and place to another.

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In early education pedagogy, daily routines and
important basic activities, such as transitions,

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for instance, morning arrivals at the centre,
transitions between small and larger group

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activities, transitions to outdoor play,
transitions to meals, outdoor activities, moments

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of rest, meals, and how all these are structured
into the day are especially important in

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promoting the child's
involvement and agency.

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Now when we look at this structure,
it can be said that there are many

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transitions from one
activity and place to another.

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That is, the child moves from one
interaction and situation to the next.

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For example, from outdoor activities to
lunch and from lunch to the nap time rest.

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This situation is
referred as the transition.

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Transitions are events between
the end of a previous activity

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and the start of the next activity.

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Of course, there are transitions
within these situations as well.

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When moving from a place
situation to a restroom or changing

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the play to another, for example.

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When transitions situations are planned
to be clear in structure, the child knows

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better, what is expected of him
or her and what happens next.

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[♫ music ♫]

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Then of course, when it comes
to the youngest children,

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the rhythm of the day is different.

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Even though the rhythm of the day is in
some respects common, in Finnish early

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education pedagogy there is
individual variation within it.

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Transitions between activities and
spaces are valuable pedagogical moments

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for providing positive attention and
support, and to strengthen participation,

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the child's own actions
and social inclusion.

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Additionally, transitions offer
possibilities, for instance to enhance

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motor or mathematical learning
when planned accordingly.

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That is to say, holistic pedagogy is a
key practice in Finnish early education.

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Holistic pedagogy does not mean
adding instructional activities planned

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by the ECEC teacher into the
different stages of the day.

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Instead, all everyday encounters and
activities are seen as pedagogically

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valuable moments, in which
space for learning can be made.

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This influences pedagogical structuring.

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It means that the structure of the day,
including all transitions, needs to be planned

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appropriately considering children rhythm
in terms of food, rest, indoor and outdoor

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activities as well as their needs
for play and guided activities.

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The goal in holistic pedagogy, therefore,
goes beyond the mere insertion of activities

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into the child's day and puts
the child's well-being first.

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[♫ music ♫]

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A child's day begins when transiting
from home to the ECEC centre.

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Likewise, it ends when the
child is picked up by a guardian.

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The quality of the interaction is
important at these moments of encounter.

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Child-adult interaction is a key
factor of pedagogical quality.

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In addition to vertical educational
transitions, such as the first

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transition from home to early
ECEC, recent studies have examined

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various daily transitions
that children face.

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These transitions include both the daily
movements in between diverse contexts,

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such as home and ECC, but also the
transitions from different activities and

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spaces to others following
the organisation of the day.

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At Finnish centres it is typical
that the morning arrivals of children

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may occur at different times
depending on the needs of the families,

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as well as on the daily
schedule of the centre.

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The morning arrivals to the centre, as
well as the departures from the centre

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to home, are seen as important and
valuable moments for discussions and

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exchanges between the
personnel and the parents.

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Even though they don't
often last for very long.

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these are the daily possibilities for parents
and personnel to share their thoughts and

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even concerns in relation to the child
and the child's day in the centre.

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In addition, these are also
important moments for the child.

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The arrivals can be emotionally
challenging for everyone because it's

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not always easy for the child
to separate from the parent.

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These strong reactions from the child have
also been recorded and shown in studies.

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It therefore becomes the personnel's
responsibility to be prepared for these morning

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arrivals and be able to offer individual
attention to the child to be present

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and to make the child feel
safe, comfortable and welcomed.

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In my team we have participated in analysing
observational data from five countries

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in ISSEET - International Study of Social
and Emotional Early Transitions -project

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led by Professor Jane
White in New Zealand.

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This initial analysis shows some
indications of how children's mood, positive

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and negative feelings changed
during the first months in ECEC.

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Children may show signs of happiness
and a positive mood on the first day, but

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at the second time point after a
week, we see a dramatic change.

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The arrivals can be hard to
handle, if the mornings are hard.

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However, reunions with the parents in
the afternoons can be filled with delight.

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This observation highlights the role
of the personnel in paying attention

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to the individual needs of the
children, not only on the first days, but

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daily in moments of
arrivals and departures.

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In addition, as the child age increases
and the role of peer growth both

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in general and in welcoming and
greeting the arriving child, these moments of

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morning arrivals and a pleasant start
to the day support the sense of belonging

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to the group and community of learners.

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Another important moment of
the day, from the perspective of

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the parents and the
child, is the departure.

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This is again, as mentioned earlier, another
important moment for reunion between the child

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and parent, and for an exchange of
thoughts between the personnel and parents.

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These are also moments when
discussions between parents can occur.

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Assisting the building of a stronger
sense of community, not only between

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the personnel and parents, but among
the families that are all important

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for children's well-being
and sense of belonging.

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From the perspective of the child's growth,
development and well-being, all transitions

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between home and educational environments,
educational contacts and within a single

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day should provide logical,
horizontal and vertical continuums.

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Smooth and well-planned
transitions can further enhance

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the positive impacts of early education.

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[♫ music ♫]

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