A3 Book section, Chapters in research books
Experiences of Educational Support for Mathematical High-Ability Children in Finland : A Netnography of Parental Perspective from ECE to the School Context (2022)


Harju-Luukkainen, H., Björklund, C., Sandberg, E., & Rhinehart, L. (2022). Experiences of Educational Support for Mathematical High-Ability Children in Finland : A Netnography of Parental Perspective from ECE to the School Context. In H. Harju-Luukkainen, N. B. Hanssen, & C. Sundqvist (Eds.), Special Education in the Early Years : Perspectives on Policy and Practice in the Nordic Countries (pp. 135-149). Springer. International Perspectives on Early Childhood Education and Development, 36. https://doi.org/10.1007/978-3-030-91297-0_10


JYU authors or editors


Publication details

All authors or editorsHarju-Luukkainen, Heidi; Björklund, Camilla; Sandberg, Erja; Rhinehart, Laura

Parent publicationSpecial Education in the Early Years : Perspectives on Policy and Practice in the Nordic Countries

Parent publication editorsHarju-Luukkainen, Heidi; Hanssen, Natallia B.; Sundqvist, Christel

ISBN978-3-030-91296-3

eISBN978-3-030-91297-0

Journal or seriesInternational Perspectives on Early Childhood Education and Development

ISSN2468-8746

eISSN2468-8754

Publication year2022

Publication date21/04/2022

Number in series36

Pages range135-149

Number of pages in the book285

PublisherSpringer

Place of PublicationCham

Publication countrySwitzerland

Publication languageEnglish

DOIhttps://doi.org/10.1007/978-3-030-91297-0_10

Publication open accessNot open

Publication channel open access

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/92587


Abstract

Children who are high achievers in mathematics are statistically uncommon. For this reason, very little evidence is available on how this group is supported in preschool and later on in school contexts. In Finland, the National Curriculum for Early Childhood Education (FNAE, National core curriculum for early chilhdood education and care 2016. Regulations and guidelines 2017: 10. Finnish National Agency for Education, 2017) and Basic Education (2014) requires teachers to cultivate these children’s talents. In this paper, 10 families in Finland were studied with the help of netnograpy. The objective was to describe parent’s perceptions of the types of support mathematically high-ability students received in the preschool and school context in Finland. The results show that the parents were mostly unsatisfied with the support schools gave to their high-ability children in mathematics, even though these children were recognised in early years as high-ability children. The type/level of support children received to develop their abilities further seemed to be more dependent on their teacher or the teacher’s view on the child’s needed support in mathematics.


Keywordsmathematical skillsmathematical talentearly childhood education and carepreschoollower comprehensive schoolchildren (age groups)parentsforms of support

Free keywordshigh ability; mathematics; parents; netnography; early childhood; Finland


Contributing organizations


Ministry reportingYes

Reporting Year2022

JUFO rating2


Last updated on 2024-03-04 at 17:27