D4 Published development or research report or study
Kaksivuotisen esiopetuksen kokeilun seurannan ja arvioinnin tuloksia 2021-2022 : Osaraportti 2 : kokeilun järjestämistavat, toiminta lapsiryhmissä sekä oppimisen polun jatkumot ja siirtymät (2023)
Preliminary results of the monitoring and evaluation of the two-year pre-primary education trial of 2021–2022 : Report 2 : Ways of organizing the trial, activities in the child groups, and continuums and transitions in the learning path.


Sulkanen, M., Kuusiholma-Linnamäki, J., Alasuutari, M., Saranko, L., Muhonen, H., & Lerkkanen, M.-K. (2023). Kaksivuotisen esiopetuksen kokeilun seurannan ja arvioinnin tuloksia 2021-2022 : Osaraportti 2 : kokeilun järjestämistavat, toiminta lapsiryhmissä sekä oppimisen polun jatkumot ja siirtymät. Jyväskylän yliopisto. JYU Reports, 22. https://doi.org/10.17011/jyureports/2023/22


JYU authors or editors


Publication details

All authors or editorsSulkanen, Mimmu; Kuusiholma-Linnamäki, Julia; Alasuutari, Maarit; Saranko, Lotta; Muhonen, Heli; Lerkkanen, Marja-Kristiina

eISBN978-951-39-9644-4

Journal or seriesJYU Reports

eISSN2737-0046

Publication year2023

Number in series22

Number of pages in the book75

PublisherJyväskylän yliopisto

Place of PublicationJyväskylä

Publication countryFinland

Publication languageFinnish

DOIhttps://doi.org/10.17011/jyureports/2023/22

Publication open accessOpenly available

Publication channel open accessOpen Access channel


Abstract

The two-year pre-primary education trial conducted by the Ministry of Education and Culture started in August 2021. This report is part of the trial’s follow-up study. The results are based on two surveys conducted in the spring of 2022. The surveys provided data on the ways of organizing the two-year pre-primary education trial, operating practices, and the transitions and continuums of children’s learning paths during the trial’s first operating period of 2021–2022. The first survey was aimed at the officials responsible for early childhood education and care (ECEC) in the municipalities (N = 120). The second survey was aimed at the ECEC teachers-in-charge of the trial and control groups (N = 872). According to the survey data, the pre-primary education trial seemed to have changed both the social learning environment of five-year-old children and the working environment of employees from what it would have been without the trial in the ECEC of the five-year-olds. The trial and control groups differed in terms of staff and child group structure. Although the trial and control groups typically had three staff members responsible for the child group, on average however, more ECEC teachers and fewer child carers worked in the trial groups than in the control groups. There were also more unqualified teachers in the control groups. In addition, there were more often only five-year-old children or five- and six-year-old children in the trial groups than in the control groups. In turn, there were more often children aged five and younger in the control groups. These differences can be explained by the changes in staff and children’s groups made in municipalities to enable the trial, such as the transfer of eligible staff from other children’s groups to the trial groups and the reorganizing of other children’s groups for the sake of the trial. In all municipalities, a two-year pre-primary education trial was organized in full-time ECEC or pre-primary education groups. In a few municipalities, the trial was also organized in half-day groups or in extended opening hours or shift care groups. The pre-primary education trial was organized most often in the morning for four hours a day, five days a week. Almost all municipalities made some changes to the learning environment to enable the trial. For example, the facilities used by child groups were reorganized by changing or adding to them. In the majority of both trial and control groups, letter and number patterns were displayed, however it was more common in the trial groups. In the majority of the control groups, there were also children other than five-year-olds, for example three- and four-years old children. The organization of pre-primary education for five-year-olds in these groups was diverse, ranging from the five-year-olds acting as their own small group during pre-primary education time to pre-primary education that was organized in the day during the ECEC activities. In the activities of the typical pre-primary education and ECEC day, most of the time was reserved for routines and the second most for free play. Also, more time was allotted for guided activities and the less for guided play. In addition, in the majority of both the trial and control groups, the five-year-old children’s day included a mandatory silent story or rest time. The only significant difference between the trial and control groups concerned the time allocated to routines; in the trial groups, less time was allocated to routines than in the control groups. The trial did not seem to affect the staff’s normal division of responsibilities in the working team. In both the trial and control groups, the overall pedagogy and planning of the group’s activities was assessed as the teacher’s responsibility, while the observation and implementation of the group’s activities was most often considered to be the responsibility of the entire team. Most of the teachers in the trial groups had collaborated with the staff responsible for six-year-olds’ pre-primary education. In the large but not in the small municipalities, the teachers of the trial groups had collaborated more often in terms of planning than the teachers of the control groups. No other differences were observed between the trial and control groups regarding cooperation for the six-year-olds’ pre-primary education. This may indicate, first, that there was already cooperation between five-year-old’s ECEC and six-year-old’s pre-primary education, and second, that the trial did not increase cooperation. Most of the teachers in the trial groups had not cooperated with the primary education staff during the previous operating period. However, in the large municipalities but not in the small ones, collaboration with primary education was more typical for the trial groups than for the control groups. Most pre-primary education groups for five-year-olds were scheduled to continue as the same group for pre-primary education for six-year-olds. The results also showed some regional differences and differences among the various municipalities in all aspects examined in the report.


Keywordsearly childhood education and carepreschool educationteaching experimentsrealisation (active)learning environmentteaching staffcooperation (general)elementary educationquestionnaire survey


Contributing organizations


Ministry reportingYes

Reporting Year2023


Last updated on 2024-03-07 at 01:46