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 editors: Harju-Luukkainen, Heidi; Sirvio, Katja; Kangas, Jonna
Parent publication: Interprofessional and Family-Professional Collaboration for Inclusive Early Childhood Education and Care
Parent publication editors: Alisauskiene, Stefanija; Bahdanovich Hanssen, Natallia; Kairienė, Daiva
ISBN: 978-3-031-34022-2
eISBN: 978-3-031-34023-9
Journal or series: Critical Cultural Studies of Childhood
ISSN: 2731-636X
Publication year: 2023
Publication date: 05/08/2023
Pages range: 303-320
Number of pages in the book: 344
Publisher: Palgrave Macmillan
Place of Publication: Cham
Publication country: Switzerland
Publication language: English
DOI: https://doi.org/10.1007/978-3-031-34023-9_18
Publication open access: Not 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.
Keywords: early childhood education and care; talent; supporting; ECEC partnership; multi-professionalism
Free keywords: high-ability; parents; education; collaboration; Finland
Contributing organizations
Ministry reporting: Yes
VIRTA submission year: 2023
JUFO rating: 3