Designing learning experiences together with children

P ocedia - Social and Beha io al Sciences 45 ( 2012 ) 466 – 474 1877-0428 © 2012 Published by Else ie L d. Selec ion and/o pee e iew unde esponsibili y o P o esso Heikki Ruismaki and Adjunc P o esso Inke i Ruokonen doi: 10.1016/j.sbsp o.2012.06.583 The 5 h In e cul u al A s Educa ion Con e ence: Design Lea ning Designing lea ning expe iences oge he wi h child en Jonna Leinonena, * , Tuulikki Venninena a Uni e si y o Helsinki, Depa men o Teache Educa ion Abs ac he ea ly childhood educa ion con ex has a ac ed conside able a en ion in ecen yea s. Pa icipa ion means in ol ing and enabling child en o ake pa in decision-making p ocesses in hei e e yday li es. Educa o s a e suppo e s and enable s o pa icipa o y p ac ices. The p ocess o planning ac i i ies is an impo an pa o an a lea ning p ocess. No only should educa o s and pa icipa ion, bu child en should also ake pa in designing hei own lea ning. In his pape , oppo uni ies o pa icipa e in he design lea ning p ocess in Finnish day ca e g oups. The esea ch da a we e collec ed om eams o educa o s wo king in day ca e g oups ia su ey. The esul s indica e in he design lea ning p ocess is a e age: They can pa icipa e mo e in he e alua ing ac i i ies han in planning o implemen ing hem. © 2012 Published by Else ie L d. Selec ion and/o pee - e iew unde esponsibili y o P o . Heikki Ruismäki and Adj.p o . Inke i Ruokonen Keywo ds: Ea ly childhood educa ion; Pa icipa o y lea ning; Design lea ning p ocess 1. In oduc ion he ea ly childhood educa ion con ex has a ac ed conside able a en ion in ecen yea s. In pa icipa ion, an educa o is in di ec indi idual o collec i e in ol emen wi h child en in daily pa icipa ion p ocesses, and child en canno choose o ha e an impac on o be lis ened o i educa o s do no design oppo uni ies o his (Emilson & Johansson, 2009). The p ocess o planning ac i i ies is an impo an pa o an Hä könen, 2002) and can be iewed as designing a lea ning p ocess. No only should educa o s design pa icipa ion, bu child en should also ake pa in designing hei own lea ning. * Co esponding au ho . E-mail add ess: jonna.leinonen@helsinki. i. A ailable online a www.sciencedi ec .com © 2012 Published by Else ie L d. Selec ion and/o pee e iew unde esponsibili y o P o esso Heikki Ruismaki and Adjunc P o esso Inke i Ruokonen Open access unde CC BY-NC-ND license. Open access unde CC BY-NC-ND license. 467 Jonna Leinonen and Tuulikki Venninen / P ocedia - Social and Beha io al Sciences 45 ( 2012 ) 466 – 474 This pape is based on a su ey o ea ly childhood educa ion educa o s concep ions and iews o , we explo e issues connec ed wi h design oppo uni ies o be lis ened o and o pa icipa e in daily ea ly childhood educa ion planning. The esea ch p oblem is: Wha kinds o design lea ning p ocesses exis a e a ailable o child en o pa icipa e in? 2. Backg ound 2.1. Pa icipa ion in ea ly childhood educa ion Mo e han any hing else, pa icipa ion in ea ly childhood is a pe sonal expe ience o being lis ened o and in ol ed (Venninen, Leinonen & Ojala, 2010). Pa icipa ion can be unde s ood in di e en ways. Gi ing a oice o a child includes aspec s such as exp essing opinions and ha ing he oppo uni y o sha e ces h ough bo h e bal and non- e bal communica ion (Cla k, 2005). On a mo e gene al le el, pa icipa ion means in ol ing and enabling child en o pa icipa e in decision-making p ocesses in hei e e yday li es. I is impo an o espec and ecognise child en´s oice and empowe hei ideas so as o ha e some impac on hei own li es. (Hill, Da is, P ou & Tisdall, 2004; Sinclai , 2004.) Rega ding pa icipa ion, , and sha ing bo h oys and ideas, a e necessa y o de elop h ough p ac ice and epe i ion (Göncu, Main & Abel, 2009). Pa icipa ion en ails wi hin in e ac ion be ween child en and an educa o in a lea ning en i onmen (She idan & P amling-Samuelson, 2001; Woodhead, 2006). In ins i u ional ea ly childhood educa ion, many child en su e om a lack o daily in e ac i e momen s, because hei daily ou ines ollow igh ly scheduled ime ables c ea ed by educa o s ha o e child en li le oppo uni y o p ac ice exp essing hei iews. (Nyland, 2009; Smi h, 2002.) In he child en´s pa icipa ion p ocess, he educa o plays a meaning ul ole as he obse e and suppo e o he de elopmen o compe ence (Be helsen, 2009). T us be ween he child en and educa o s o ms a basis o pa icipa ion issues. Child en communica e be e wi h adul s hey us and wi h whom hey enjoy a good ela ionship (Thomas, 2002). igh o exp ess hemsel es (UNCRoC, A icle 12) and ha e hei iews aken in o accoun (A icle 13) a ies. How educa o s espec he child en and belie e in hei capabili y in e e yday p ac ice a ec s o pa icipa e (Smi h, 2002). E en young child en a e capable o pa icipa ing in pa icipa o y p ac ices i only would gi e hem he chance (Nyland, 2009). Emilson & Johansson (2009) s a e ha child en canno choose pa icipa ion i educa o s ail o enhance he oppo uni ies o hem o pa icipa e. P amling-Samuelsson and She idan (2001) poin ou ha accession o educa o s nea he wo ld o child en also helps child en o pa icipa e. 2.2. Designing Lea ning in ea ly childhood educa ion The p ocess o planning ac i i ies is an impo an pa o an educa ion (Ojala, 2010; Hä könen, 2002) and can be iewed as designing a lea ning p ocess. In Finnish ea ly childhood educa ion and ca e (ECEC), he na ional cu iculum c ea es a basis o goal-o ien ed in e ac ion and collabo a ion which sys ema ically suppo s child en de elopmen and lea ning. The main esou ce o ECEC is compe en s a wi h s ong p o essional awa eness. (Na ional Cu iculum Guidelines on Ea ly Childhood Educa ion and Ca e, 2005.) Designing lea ning is iewed as hinking educa ional p ac ices be o ehand (Hä könen, 2002). Play is o en iewed as a child en bes oppo uni y o exp ess hemsel es and o make decisions in ECEC. Child en eel ha hey ha e mo e choices du ing ee-play han in o he ac i i ies. They make he 468 Jonna Leinonen and Tuulikki Venninen / P ocedia - Social and Beha io al Sciences 45 ( 2012 ) 466 – 474 ini ia i e, in luence hemes in play and choose on hei own ac ions. (She idan & P amling-Samuelson, 2001 and 2005.) The ideology o democ acy exis s in play, when child en nego ia e, ha e an impac and became in e es ed in pa icipa ing (Bae, 2009; Göncu e al., 2009). E en he Na ional Cu icul occu du ing play ul ac i i ies; oo o en he ac i i y-designing p ocess is o en conduc ed only by adul s. Planning is conside ed an impo an pa o an educa o s du ies, e en i has been poin ed ou ha in day ca e cen es aking ca e o small child en especially limi s mee ings and planning (Rodd, 2004). No only should educa o s design bu hey should also conside ing acili a ing also le ake pa in designing hei own lea ning. 3. Me hods The da a we e collec ed om ea ly childhood educa ion p o essionals in wo king eams om he Helsinki Me opoli an a ea using a su ey implemen ed in he VKK-Me o p ojec 2010. Thei open- ended answe s abou ch day p ac ices we e analysed o o m a model o a Like scale we e analysed s a is ically and compa ed wi h each o he . Resea ch da a we e collec ed om eams, because eams a e he basic unc ional and pedagogical uni s o he day ca e cen es ha plan and ca y ou daily p ac ices he e. The eam membe s ha e di e en educa ional backg ound (e.g. child-minde s om college, socio-pedagogues om uni e si ies o applied science and uni e si y g adua es wi h a Bachelo s o Educa ion deg ee). This ype o na u al s udy design (i.e. he g oup's size and he numbe o s a a ied) is common when a esea che wo ks in ealis ic se ings such as o dina y day ca e en i onmen s and no in a labo a o y wi h ca e ully con olled expe imen s. Thus, he esea ch design can be conside ed ecologically alid and can be conside ed a ade-o be ween he igo o design and ecological alidi y, whe e no pe ec solu ion exis s. 3.1. Pa icipan s The ques ionnai e was sen o o e 2000 wo king eams; he espond a e was 56%. In his pape , we ocus a on eams wo king wi h h ee- o se en-yea -olds child en. g oups (child en less han 3 yea s old o age) and siblings g oups (child en om 1 o 7) we e excluded om his s udy. The esul an sample comp ised 676 eams in which 2218 educa o s wo ked (mean 3.3 pe eam; om 1 o 5 educa o s pe eam). They ook ca e o 13 481 child en (mean 19.87 pe g oup; om 7 o 31 child en pe g oup): 473 g oups we e play-age g oups (child en om 3 o 6 yea s old), 178 o hem we e p eschool g oups (child en we e 6 o 7 yea s old), and 132 we e mixed g oups ( he ages o he child en anged om 3 o 7). 3.2. Measu es/Assessmen Ins umen We began by explo ing how p ac i ione s in he ield o ea ly childhood ca e and educa ion pe cei ed child en's pa icipa ion. Resul s on ea ly childhood p ac i ione s iews o pa icipa ion we e collec ed wi h a sel - epo ing ques ionnai e a ge ed o he eams o 21 pilo day ca e cen es (N 82) in he Helsinki me opoli an a ea. Wi h 12 quali a i e ques ions, we asked hem o desc ibe he kinds o issues hey a ious heo ies o pa icipa ion, we began o design ou su ey o all o he eams in he Me opoli an a ea o Helsinki. 469 Jonna Leinonen and Tuulikki Venninen / P ocedia - Social and Beha io al Sciences 45 ( 2012 ) 466 – 474 The su ey o all o he eams was conduc ed wi h a sel - epo ed ques ionnai e consis ing o 99 Like - ype a iables and 9 open-ended ques ions abou pa icipa o y issues in day ca e g oups. In his pape , we ocus on answe s abou designing and planning he ac i i ies in day ca e g oups h ough h ee open-ended ques ions answe ed by he pa icipan eams: Desc ibe an ac ual momen in which a child o you class has expe ienced pa icipa ion. Wha kind o ini ia i es do child en sugges in you class? Desc ibe a long-las ing ac ion ha child en ha e in en ed and ca ied ou in you class. We also used six quan i a i e a iables o p ac ices and p o essional ac ions in e e yday issues in he g oups. These a iables o med pa o he oppo uni ies o in luence o pa icipa e in designing ac i i ies. Va iables included use equipmen o explo e hei physical -poin Like scale, how o en he s a emen desc ibed in he a iable ac ually occu ed in hei g oup. The esponse op ions we e 5 (), 4 ( ), 3 ( ), 2 ( ) and 1 ( ). 4. Findings Pa icipa ion in he design lea ning p ocess can be iewed h ough h ee s ages: he planning phase, he implemen a ion phase and he e alua ion phase. oppo uni ies o pa icipa e in he design lea ning p ocess we e e alua ed using h ee a iables abou hese phases (Table 1). The means o all h ee a iables we e a ound 3.0, which mean ha child en can only some imes pa icipa e in a designing he lea ning p ocess. Thei oppo uni ies o ake pa in he e alua ion p ocess we e conside ed mo e impo an han hei oppo uni ies o pa icipa e in planning wi h educa o s in all g oups. P e-school-aged child en mo e o en pa icipa ed in bo h e alua ion (mean 3.31) and planning (mean 3.18) han did younge child en o child en in he mixed age g oup. When he child en in he g oup we e olde hey ecei ed mo e oppo uni ies o pa icipa e in he designing lea ning p ocess. The olde child en also had mo e oppo uni ies o design and implemen hei own ac i i ies o hei pee s han did he younge ones. Table 1. oppo uni ies o pa icipa e in planning, implemen ing and e alua ing pedagogical ac i i ies (Scale om Age G oup 1. Child en can pa icipa e in planning ac i i ies wi h educa o s 2. Child en can design and implemen ac i i ies by hemsel es 3. Child en can pa icipa e in e alua ing ac i i ies wi h educa o s Play-age g oup Mean 2.76 2.70 2.92 S.D. 0.824 0.887 0.852 P eschool g oup Mean 3.18 3.13 3.31 S.D. 0.776 0.884 0.879 Mixed g oups Mean 2.92 2.99 3.16 S.D. 0.825 0.828 0.792 To al Mean 2.90 2.86 3.06 S.D. 0.831 0.895 0.864 The ollowing quo es illus a e he phases o he p ocess o design lea ning as ac ual p ac ices om day ca e g oups. Many o hese quo es desc ibe he pa e n o he design lea ning p ocess as a whole e en hough hey ocused on only one a iable. 470 Jonna Leinonen and Tuulikki Venninen / P ocedia - Social and Beha io al Sciences 45 ( 2012 ) 466 – 474 In he i s wo planning quo es, he pa icipan s illus a ed he impo an ole o in e ac ion be ween child en and educa o s. By in e iewing child en, educa o s can be e unde s and es, which a e impo an o enhancing pa icipa ion (see Emilsson & Folkeson, 2006). A he s a o he season, we in e iewed all he child en and hea hei wishes and goals o he yea . The design o he yea is based pa ially on his in o ma ion. Du ing he o dina y day, child en ha e oppo uni ies o in luence he cou se o he day o he ee-play ime, whe e hey ge o decide wha o do. In mo ning-ci cle hey ha e he oppo uni y o sha e hei P eschool g oup ( a iable 1) Adul s and child en oge he plan ac i i ies, such as a physical educa ion lesson, wha o do in c a s, o wha o do on excu sions. Child en also planned a sp ing es i Play-age g oup ( a iable 1) The phase o implemen a ion ( a iable 2) appea ed in many answe s ha highligh ed he mo i a ion and exci emen o he child en. Also, was e iden . A child ge s an idea and begins o implemen i . He knows wha equipmen and ma e ials he will need and ge s hem. An educa o is an enable who o e s he child any ma e ials ha a e una ailable, bu necessa y. Such an idea o en spa ks o he new ideas, and he o iginal idea de elops du ing he p ocess. The pa icipa ion is seen om he child, who is exci ed and in ol ed. The ac i i y d aws a en ion om o he child en, who begin Mixed g oup ( a iable 2) When planning es i als (e.g. o Ch is mas o sp ing), child en may c ea e hei own pe o mances. The child en imi a ed an idea, and oge he we began o design and implemen i . The exci emen and he joy o c ea ing a e e iden in he P eschool g oup ( a iable 2) The mou h-gym: One child in ime implemen s mou h-gym exe cises o he g oup, and o he child en ollow Play-age g oup ( a iable 2) The phase o e alua ion ( a iable 3) appea ed in only a ew answe s. The i s one he e desc ibes he impo ance o in e ac ion in he p ocess be ween an educa o and a child. In hese quo es, he e alua ion wi h child en also had an impac on he u u e ac i i ies o he g oup. The po olio o ollowing s oge he wi h one child. The child e alua es his/he de elopmen and wo king, and chooses his/he own achie emen s o he po olio. P eschool age child en pa icipa e in designing and e alua ing he cu iculum o he g oup. Mixed g oup ( a iable 3) We o en ask he child en which ac i i ies ha e been un and which ones less un. On he basis o he , we implemen ed a weekly music lesson and o ganised new o es excu sions. Pa icipa ing in planning g oup ac i i ies is exi ing and mo i a ing o he P eschool g oup ( a iable 3) The design lea ning p ocess a iables p esen ed abo e a e linked each o he , as he co ela ion in Table 2 shows. The highes co ela ion exis s be ween planning ( a iable 1) and e alua ing ( a iable 3) ac i i ies, bu implemen ing ac i i ies ( a iable 2) is s ongly connec ed o planning and a he s ongly o e alua ing. Thus educa o s see bo h planning and e alua ion as impo an pa s o he design lea ning p ocess, no only educa o s, bu also all pa icipan s e alua e a e wa ds. The connec ion be ween planning and implemen a ion is s ong, because by aking pa in planning, sel - eliance skill g ows and implemen a ion becomes possible. Howe e , e alua ion would also be an 471 Jonna Leinonen and Tuulikki Venninen / P ocedia - Social and Beha io al Sciences 45 ( 2012 ) 466 – 474 impo an pa o a p ocess in which child en implemen ac i i ies, and a s onge connec ion be ween all phases o he design lea ning p ocess would suppo comp ehensi e lea ning. Table 2 shows he design lea ning p ocess. Day ca e g oups ake in o accoun ch s a he well, and p e-school g oups and g oups wi h play-age child en show no signi ican di e ences. Educa o s in he pa icipan g oups mos o en ensu e ha e e y child has an oppo uni y o exp ess his o he s opinion. The eams assign his a iable a mean alue o 4.33, meaning ha ( a iable 4) a e eques o en. Howe e , hose opinions seldom in luence on he educa o s planning p ocess ( a iable 5). In addi ion, an educa o would a ely change he plans e en i he E en hough he educa o s in he g oup we e in e es ed in he s and ocused on aking he s in o accoun , he link o he ac ual design lea ning p ocess, in which bo h child en and educa o s pa icipa e, was weak. The co ela ions be ween he i s h ee a iables o he design lea ning p ocess we e all lowe , hough signi ican because o he la ge body o he da a. Table 2. Co ela ions be ween a iables 1. Child en can pa icipa e in planning ac i i ies wi h educa o s 2. Child en can design and implemen ac i i ies by hemsel es 3. Child en can pa icipa e in e alua ing ac i i ies wi h educa o s 1. Child en can pa icipa e in planning ac i i ies wi h educa o s Pea son Co ela ion 1 Mean 2.90 (S.D 0.831) Sig. (2- ailed) 2. Child en can design and implemen ac i i ies by hemsel es Pea son Co ela ion .478(**) 1 Mean 2.86 (S.D 0.895) Sig. (2- ailed) .000 3. Child en can pa icipa e in e alua ing ac i i ies wi h educa o s Pea son Co ela ion .508(**) .379(**) 1 Mean 3.06 (S.D 0.864) Sig. (2- ailed) .000 .000 4. Educa o ensu es ha e e y child has an oppo uni y o exp ess his/he s opinions Pea son Co ela ion .110(**) .176(**) .137(**) Mean 4.33 (S.D 0.593) Sig. (2- ailed) .005 .000 .000 5. Educa o plans ac i i ies based Pea son Co ela ion .321(**) .241(**) .226(**) Mean 3.83 (S.D 0.661) Sig. (2- ailed) .000 .000 .000 6. Educa o changes planned ac i i ies s si s elsewhe e Pea son Co ela ion .363(**) .324(**) .318(**) Mean 3.61 (S.D 0.641) Sig. (2- ailed) .000 .000 .000 ** Co ela ion is signi ican a he 0.01 le el (2- ailed). Cin a design lea ning p ocess is impo an o ake in o accoun . Below a e a ew quo es abou how design lea ning p ocesses a e ca ied ou in g oups. s. E e ybody can make ini ia i es, whi (P eschool g oup) lea ned o plan hei play oge he . They ask o he s o join, nego ia e abou he oom (Mixed g oup) 472 Jonna Leinonen and Tuulikki Venninen / P ocedia - Social and Beha io al Sciences 45 ( 2012 ) 466 – 474 he child en daily; hey can exp ess hei opinions and choose hei ac i i ies o make choices ha e e ol ed h oughou he (Play-age g oup) In hese examples, he idea o educa o s implemen ing design lea ning ac i i ies esul s in he enhancemen o child skills in pa icipa ing in sha ed planning and decision making. Th ough hese pa icipa o y p ac ices o in e ac ion, discussion and nego ia ions, s compe ence o pa icipa e in sha ed decision making becomes s onge . 5. Conclusions In his pape , we ocused e e y-day ac i i ies in ea ly childhood educa ion. As a esul , we ound ha child en only some imes pa icipa ed in he p ocess. The p ocess was in es iga ed in h ee phases: he planning phase, he implemen a ion phase and he e alua ion phase. One in e es ing inding was ha pa icipa ion in he e alua ion phase was mo e common in g oups han in he o he wo phases. E alua ion is conside ed a mo e impo an pa o being a young lea ne in a day ca e g oup by educa o s who o en plan and implemen he pedagogical ac i i ies which child en a e la e asked o e alua e. E en among educa o s who in e es s and s in e es s shi s elsewhe e, he e alua ion phase i sel is insu icien when child en a e asked o pa icipa e in designing hei own lea ning. Planning can be conside ed , howe e , can be seen as a ba ie o only as a pa o educa o s p o essional du ies, as p e ious s udies ha e shown (Rodd, 2004; Hä könen, 2002), he , inally, hei pa icipa ion, which educa o s should also design and suppo (Emilsson & Johansson, 2009), can be o go en. The p ac ices o designing lea ning in ea ly childhood educa ion should be de eloped o acili a e The designing p ocess can be conside ed as an impo an ac i i y whe e educa o s and child en sha e expe iences in in e ac ion. Pa icipa ion also includes he pa icipa o y skills, such as nego ia ion and sha ing (Göncu & al. 2009), which, acco ding o he educa o desc ip ions, aim o de elop esul in common decision making and sha ed planning oge he wi h educa o s and child en. When design lea ning in ol es planning o educa ional p ac ices be o ehand (Hä könen, 2002), i could also in ol e planning o design lea ning p ac ices be o ehand. The design lea ning p ocess can be e ec i e and suppo i e o when planned pedagogically and implemen ed h ough all h ee phases. Child en ages impac on he pa icipa o y p ac ices a ailable o hem. 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