1. Early Education and Health – The Global and
Finnish Perspective
Bournemouth 2009
M.A.Brown
M.A.Brown@derby.ac.uk
University of Derby
2. Background
• Professional experience
• HLTA study
• PISA (OECD’s) international assessment
(2003 Finland 1st in literacy, maths and science) (2006 top performer for
science, UK 13th)
70% of Finnish children stay on for Higher education www.eurydice
• School starting age (96% of 6 year olds go to pre primary in Finland)
• Penn (2008:155) “one dollar in early childhood brings a return of seven
dollars when children grow up.”
• Institutionalisation – is this damaging children?
• English children are considered to be globally illiterate, Cathy Wallace 4 th
July 2008 CYP Bulletin
3. English children are considered to be
globally illiterate, Cathy Wallace 4th July
2008 CYP Bulletin
• For example a group of 11 year olds were taken
to London earlier this year 2009
• “When we go to London do they speak English?”
• “Are we back in England yet?”
• Prior to a visit to France – preconceived ideas –
“they only eat frogslegs and snails”
4. The research design
• Researching background information / support
from colleagues who have undertaken
international research
• First hand experience
• Visits to Day care centres and a school in Finland
• Analysing the data
• Dissemination
• Implications for practice
5. Comparative Studies
• “Comparative studies have a range of purposes
whose consequences tend towards copying or
‘borrowing’ successful practice,” (Phillips and
Schweisfurth, 2008 in Sharp, Ward & Hankin 2009:207)
• “ Comparative education is thus forever looking
backwards, always assessing inherited systems
of education that will have been formulated
around societies shifting needs.” Sharp, Ward & Hankin
(2009:210)
6. Brief comparison
Finland
• The day care fees are based on family size and income
level. For low income families day care is free. Client fees
cover about 15 percent of the total day care costs.
Allowances are paid directly to the service provider.
• Child home care allowance is an alternative
• Day care centres are open from 6.30am – 5pm for children
age 1- 6 years inclusive
• Fluid groups
• Focus on whole child development
• Pre school for 6 year olds is free
• Pre primary teaching groups – 13 children only
(Kindergarten teacher or class teacher qualification)
• Children start school at seven
7. Finland
• Core Curriculum for Pre School Education in Finland 2000
• Stakes, (2003) National Curriculum Guidelines on Early
Childhood Education and Care In Finland (Care, Education
and Teaching – having different emphasis in different
situations)
(sharing the day to day education and care of the young
child with the parents…………….child’s well being)
Karila K., (2008:212) Finnish Day Care “only more recently as
part of the educational policy.” Previously part of “social and
family policy”
8. Layard R., Dunn J. (2009:4-9) A Good Childhood, London,
Penguin
• “excessive individualism....is a ....social evil” (page 4)
• “the prime duty of the individual is to make the most of her
own life rather than contribute to the good of others.” (page
6)
• “need to be balanced by a proper sense of care and
responsibility for others” (page 6)
• “Children flourish when they have a sense of meaning in
their lives, which comes both from social engagement and
from enthusiastic development of their own interests and
talents.” (page 9)
9. Finland
• “At least one third of the staff must have a tertiary
degree (Bachelor or Master of Arts in Education
or Bachelor of Social Sciences) and the remaining
staff must have an upper secondary education.”
Stakes (2003:4)
England
• Early Years Professional Status
10. Brief Comparison
Sweden • “How can I really know what is
• Pre-school 1-6 year olds (play going on? Unless I experience it,
and relaxation) see it, analyse first hand all I can
• Subsidised care gain is a superficial and one
dimensional account of provision
• Vertically grouped (family groups) in any country.” Jones L., Holmes
• The processes in the setting are R., Powell J. (2005 page 184)
evaluated not the child
• Advised what to do but not how to • “a representation that reflects the
do it past as much as it represents the
• Quest for fun, friends, security/ present.” Jones L., Holmes R.,
social skills Powell J. (2005 page 184)
• Half a day is spent outside
everyday (confidence/ self
esteem)
• www.teachers.tv/video/12090
17. Does writing come before reading?
• The letters of children’s names are played with –
put into a magic box
• The other letters that have been missed are
introduced later.
• We do rhymes, when the children are 4 they
should hear the rhymes, when 6 they need to
hear the first letter of a word
• there are more expectations from pre school, can
start reading at three but we look at what is
needed
18. Does writing come before reading?
• Each child has a reading book “Aapinen”
• the book is used in pairs, or groups, or with
parents or individually. Two pupils can read it in
turns and there is an exercise book used with it.
• The feeling that ‘In am succeeding ‘ for all
children.
29. School:-
• The first term in school
• 7 years old
30. Recommended time per subject:-
Finland:-
Per week / per subject /Year 1 (age 7)
• 7 hours Reading and writing England:-
• 3 hours Maths English and Maths would have a similar
numbers of hours
• 2 hours + 2 hours Art and Craft
• 2 hours Music
• 2 hours Gymnastics / sports
• 1 hour Religion
• 1 hour combined Biology / the
Environment / Geography
In Year 2 (age 8)
• 6 hours Reading and writing
• 4 hours Maths
In Year 5 (age 11)
• Children with an additional language
do an extra 2 hours a week
31. Finland
• 7am some children arrive
• 8am-8.30 Breakfast time
• 8.30 morning meeting of children (what has happened, the
calendar, play games, read a book or sing, talk about what we are
doing today0
• 9am – 10am work
• 10-11am outside to play
• 11am lunch circle, reading a book or sing
• 11.30am lunch 12 o clock some children go home
• 12- 12.30 we read stories
• 1pm – 2pm the children rest or sleep or go home
• 2pm snack (bread, porridge or fruit)
• 2.30- 3.30pm inside play or finish things off as there is less
concentration
• 3.30pm – 5pm outside play or in if the weather is very bad the
children are collected about 5pm
32. Possible benefits of this study
• Dissemination HE students / teenagers
• Discussion – have we got it right?
• Improved Early Years Practice “cherry picking”
• Better outcomes for children
• An increased understanding of practice
• A curriculum fit for the future
• A better understanding of migrants to this country
Outcomes so far:-
• Letters from the Finnish children
• Practitioner interest / photographs / discussion
33. What do we want from a global
citizen and why?
• An understanding of diversity – peace
• The means of communication
• Geographical knowledge
• An understanding of number
• A sense of social justice (fair/unfair)
• Independence / understanding that we are
responsible – social awareness
• An understanding of global issues – the environment,
sustainability, finance, food peace
34. Globalisation
• Information for Practitioners / HE students
• Scaffold information to the children
• Greater global awareness
• More understanding society of global issues /
cultural differences
35. The ‘hurry along curriculum’
• In Polard A. (2008:173) Readings for reflective
teaching, London, Continuum, Marion Dadds,
“reflects on the cumulative effect of present
requirements in England regarding curriculum
coverage and teaching methods.”…. “the dilemma
between offering society’s curriculum and
responding to individual children faces all
teachers.”
• “the children have a sense of time as a scarce
resource.”
36. Assessment
• England
• National testing as a
• Finland
measure of school
• Teacher’s assess and performance – monitoring
report routinely on their and accountability
pupil’s progress
• High incidence of
• Representative samples of assessment + statutory
pupils from a given external assessment for
population children ages 7-11
(Primary Review Research
Briefings 3/1 (2008)
• Results reported at the
end of KS2 to Government
Agencies.
37. The Future:-
Final thought!
The one certainty we
have is that things are
changing
38. References:-
• Bangs J. In Educational Journal (2009-01) Issue 114, Lessons from Finland, Devon,
The Education Publishing Company Ltd.
• Children and Young People Bulletin, Cathy Wallace (4th July 2008)
• http://www.childrensworkforce.org.uk/assets/0000/0638/CWN_eBulletin_17.pdf
18.8.09
• (http://www.minedu.fi/OPM/Koulutus/yleissivistaevae koulutus/esiopetus/?lang=en
13.5.08
• http://new.wales.gov.uk/topics/educationandskills/policy_strategy_and_planning/early
years/foundation_phase/foundationphasepractitioners/frameworkchildlearning/?
lang=en
• http://www.teachingtimes.co.uk/index.php?option=com
content&task=view7id=233<emid=58 (13/9/08 )
• Jones L., Holmes R., Powell J. (2005), Early Childhood Studies, Berkshire, Open
University Press
• Lindon J. (2006) Equality in Early Childhood, Linking Theory and Practice, London,
Hodder Arnold
• Organisation for Economic Cooperation and development {OECD}
• Pollard A. (2008:173) Readings for reflective teaching, London, Continuum
• Sharp J., Ward S., & Hankin L., (2009) (2 nd Ed) Education Studies, An issues based
approach, Exeter, Learning Matters
• The Early Years Foundation Stage
http://www.standards.dfes.gov.uk/eyfs/site/requirements/index.htm
Where did the ideas for this study come from? Educational Journal (January 2009page 16) “the UK has 20% of students performing at the lowest level of competence whereas there are only five per cent in Finland at this level" TAs can teach classes if they achieve HLTA status In Finland teachers have a Masters Degree In 2003 Finnish 15 year olds came first in reading literacy, mathematics and science (Organisation for Economic Cooperation and development {OECD}) Programme for International Student assessment (PISA) In 2006 the top performer in science for 15 year olds was Finland, the United Kingdom was 13 th In http://www.teachingtimes.co.uk/index.php?option=com content&task=view7id=233&ltemid=58 (13/9/08 ) Michael Reiss, director of education at the Royal Society said,”How can the UK hope to compete economically in the future if our young people are not as well educated as those in other countries?” The next PISA survey in 2009 will focus on reading PISA 2012 on maths and PISA 2015 on Science. A report by global consultancy MCKinsey and Company state the following as significant factors in school success Have the best teachers Allow teachers to learn from each other Step in when pupils start to lag behind In the Children and Young People Bulletin, Cathy Wallace (4 th July 2008) reported a research by Ipsos Mori for education charity DEA found “one in five English school children were not discussing world problems or world events at school.” English children were considered to be ‘globally illiterate.’ Is our society more complex – possibly Finnish society values education, teachers are well trained and valued. “ Everyone is absolutely determined never to give up on a child,” Education Journal (January 2009:page 16) No emphasis on testing It was difficult to determine whether the Day Care settings and Schools employed any unqualified staff there were certainly trainee support staff ie students gaining experience whilst training. CYP Children Young People
This same school had a Gambian gentleman in school for three weeks – “the children learnt more about Gambia in those three weeks than they know about their own country” said one of the staff. As a result of this visit the school are now applying for an International award through the British Council – Bronze award
Initial link with a University in Finland Access / CRB (criminal records) Observations Audio recordings Photographic evidence Semi structured interviews with Day Care staff and University colleagues Reflective Journal 4 Day care centres and a school Timing – current education climate Context – children growing up in an international society Access / CRB
Global thinking requires some knowledge of what others are doing.
A parent in Finland can choose to care for their own child at home and there is an allowance to do this Play is integral to both countries Finland has links with Steiner in that there is importance of unstructured play – self learn with formal teaching age 7 In Finland – every child under school age is entitled to a place in municipal day care. Children under the age of 3 alternatively have the right to home day care allowance. Allowances are paid directly to the people who give the services Children learn to be independent and to take responsibility for themselves and others. Day care contributes to a happy childhood Difficulty of engaging children of Eastern European backgrounds as the parents of these children are not used to children attending at such an early age nor are they used to the fact that some of this service below the age of seven is free.
“ The core role of pre school education shall be to promote children’s favourable growth, development and learning opportunities. It shall support and monitor physical, psychological, social cognitive and emotional development and prevent any difficulties that may arise. It is important to strengthen children’s healthy sense of self-esteem with the aid of positive learning experiences………” Core Curriculum for pre school National Board of Education 2000:7
Are we developing socially aware human beings or just achieving individual targets?
http://www.childrensworkforce.org.uk/assets/0000/0638/CWN_eBulletin_17.pdf 18.8.09 “ The Cabinet Office report Power in People’s Hands; Learning from the World’s Best Public Services, places people at the heart of reform and emphasises the importance of “unlocking the creativity and professionalism of front line professionals”. For the children’s workforce this needs us collectively to understand what children and families want, work in more collaborative ways that focus on improving quality and innovation and find out if we are making a difference. The related report Building Britain’s Future describes reform in terms of a shift away from targets and central direction to a system where individuals have entitlements and guarantees. Implementing this reform will need us to be prepared to change our practice and challenge our current behaviours and beliefs.”
Sweden – allowing time to be a baby Laying the table – cooperation with others “ Mirrors the power, politics and economic positions of dominant / powerful cultures” Jones L., Holmes R., Powell J. (2005 page 184)
Close co-operation with the families. In pre school children “learn to listen, discuss, consult, choose and consider,” www.oaj.fi/Resource.phx/ltol/english/earlychildhood.htx?menu=english (7.5.06) At least one third of day care staff must have a tertiary degree (a BA or MA) “ The outdoor area has a covered over section, a large uncovered play area, a seating area and play house set in a mixture of hard playground surface and grassy hilly areas with mature trees and bushes.” Student describing her setting in the UK
Learning from peers Making choices – what they want to do Resources accessible to the children
Family group on the left Self chosen activity on the right
The children had drawn what made them happy. Recording a weighing activity on the left
Children enjoy drawing and writing from experience
Headteacher said “yes” and that is why she does formal handwriting with the children
Each child practiced a few letters at some point during the session.
The children came in from outside and picked up a book whilst the other children changed out of their outdoor clothing
The children listened to a story being read by an adult.
Child for whom Finnish was not the first language sharing a maths PE lesson with Finnish speaking children uses her powers of observation to understand what is taking place and join in. Person who told me about a nursery that has divided 40 children into two groups one English speaking plus some with English as a second language the other half with an interpretter who speaks one specific language plus English Child who has never seen glasses that change with the light – need to explain to meet his need he will watch the glasses change from sunglasses to normal to see if what you say is true
Each week two children are selected to help to set the table for the rest of the children. This gives the children a sense of responsibility and teaches social skills in a discreet way.
Children learn by observing the adults – developing social skills of eating
Notice that the children are playing in this room with an adult about but not actually in the room. The children also learn to read animals names by placing their name by the word for bird or one of the other characters on the wall.
In England there is a clash with achieving standards in the basics (Eng, Maths and Science) and children’s entitlement to a wide curriculum. Children need a breadth of curriculum our obsession with assessment denies this.
Allocated teaching time In the Cambridge Primary Review Briefings (Feb 2009) the 8 proposed domains within the Entitlement Curriculum are Art and Creativity Citizenship and Ethics Faith and Belief Language, oracy and literacy Mathematics Physical and Emotional Health Place and Time Science and technology There would be a National component statutory for each domain A National Component that is no-statutory for each domain A locally proposed component non-statutory for each domain
Use:- impact on student / UOD lectures – professional development curriculum fit for the future Migrants to this country may have experienced a very different system. “ the Scandinavian Pedagogic system can be read as both exotic and cherished and as wholly transferable models of excellence” ……but they must “ read within its own context, needs and political climate” Jones L., Holmes R., Powell J. (2005 page 186) Ideas are exported from Scandinavia, Reggio Emilia to here or the western world and our methods and systems are exported to non western societies Jones L., Holmes R., Powell J. (2005 page 186)
Tests not always appropriate an assumption that children have had more experiences than they have had ie going to the sea or the fair or countryside, maths test in English when some have only just learned the language
Lessons to be learnt from this study and ideas that could incorporated into our system into to improve what we currently offer children. Thank you for listening
