Finnish researchers examine the lived experience of children on entering long day care

A study at the Department of Education, University of Jyväskylä, Finland, has investigated the contribution of young children beginning in early childhood education and care (ECEC) settings during their first days in the new environment, showing that young children have resources to draw upon, and readily take new and different positions in the group.

 

On entering new pedagogical environments and establishing new social relationships, children are significant contributors, researchers found, showing that they influence both their own and other children’s and adults’ activities in the group. 

 

“Even though there is a lot going on and there are various routines at the ECEC centre,” Senior Lecturer (emerita) Raija Raittila said, “the initiatives of children in their first day in ECEC are very significant for how the activities are organised and what is done there on such a day.” 

 

Activities are adapted to the newcomers

 

For children on their first day, researchers observed that educators will often follow the initiative of the newcomers, adapting activities and plans to support their contributions and presence. 

 

New children who had a disposition of curiosity were typically the most successful and were ready to explore their new environment and identify possibilities for action. 

 

Rules can be flexible for a newcomer

 

“It is possible to be flexible with the rules and routines a bit when a newcomer is taking hold of the space and daily life at the ECEC centre,” research project leader Professor Niina Rutanen said. 

 

“Hence, when a new child starts in a group, it calls for flexibility from other children as well as recognising the special position of the newcomer.”

 

New children are given the opportunity to practice and get used to the ECEC centre’s rules and routines. Sometimes newcomers are allowed to do some things that are forbidden from children already accustomed to the ECEC setting, researchers added.

 

Skills learned at home can be applied at the ECEC centre as well

 

Children new to ECEC use the skills they have used at home in their new environment, including at meal times, during play and during routine aspects of the day. 

 

At the initial stage, researchers argue, it is important to pay attention to all skills that the child already has and that help him or her participate in ECEC activities. This opens the easiest route to the daily life of the centre. 

 

“Together with educators, children explore everything new that starting in ECEC brings with it, and it also involves a lot of joy, even if there are some homesick moments as well,” Senior Researcher Mari Vuorisalo added.

 

The researchers noted that starting in ECEC always means joining a specific socially, culturally and physically defined space. At the same time, however, each new entrant modifies the space, using their individual resources. 

 

The study is part of the University of Jyväskylä’s Trace in ECEC project, funded by the Research Council of Finland. The project has followed the ECEC path transitions of specific children, from their start in ECEC at the age of about one year until preschool and the beginning of primary school.

 

Read the new study, Constructing the space of transition within the early childhood education and care pedagogical environment: A child’s resources and positions using the link provided.