A3 Book section, Chapters in research books
A Parental Perspective on Educational Support for High-Ability Children in Finland (2023)


Harju-Luukkainen, H., Sirvio, K., & Kangas, J. (2023). A Parental Perspective on Educational Support for High-Ability Children in Finland. In S. Alisauskiene, N. Bahdanovich Hanssen, & D. Kairienė (Eds.), Interprofessional and Family-Professional Collaboration for Inclusive Early Childhood Education and Care (pp. 303-320). Palgrave Macmillan. Critical Cultural Studies of Childhood. https://doi.org/10.1007/978-3-031-34023-9_18


JYU authors or editors


Publication details

All authors or editorsHarju-Luukkainen, Heidi; Sirvio, Katja; Kangas, Jonna

Parent publicationInterprofessional and Family-Professional Collaboration for Inclusive Early Childhood Education and Care

Parent publication editorsAlisauskiene, Stefanija; Bahdanovich Hanssen, Natallia; Kairienė, Daiva

ISBN978-3-031-34022-2

eISBN978-3-031-34023-9

Journal or seriesCritical Cultural Studies of Childhood

ISSN2731-636X

Publication year2023

Publication date05/08/2023

Pages range303-320

Number of pages in the book344

PublisherPalgrave Macmillan

Place of PublicationCham

Publication countrySwitzerland

Publication languageEnglish

DOIhttps://doi.org/10.1007/978-3-031-34023-9_18

Publication open accessNot open

Publication channel open access

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/92591


Abstract

Collaboration between early childhood education, the school, and home is an important part of any child’s educational path. The Finnish national curriculum for early childhood education and basic education requires teachers to cultivate high-ability children’s talents but this should be done in collaboration with parents. However, students who are highly achieving are statistically uncommon. For this reason, there is very little research literature available on how this group of children is supported during their educational path. From these premises, ten parents of high-ability children were interviewed. A closer look at which type of support high-ability children receive in Finland was conducted, in order to identify what kind of support they are receiving. Content analysis was used as the method. The parental perspectives on support measures were divided into four elements of provided support. These were structural level operations of received support and the lack of the received support, interpretation and implementation operations of that support and the lack of received support. As a summary, the educational support children received was described as weak in its content, and collaboration in multi-professional networks was not highlighted.


Keywordsearly childhood education and caretalentsupportingECEC partnershipmulti-professionalism

Free keywordshigh-ability; parents; education; collaboration; Finland


Contributing organizations


Ministry reportingYes

Reporting Year2023

Preliminary JUFO rating3


Last updated on 2024-03-04 at 21:56