I am very pleased to join the RALLA team as a new member to build an operating culture that recognizes the strengths and needs of children. At RALLA, we consider children’s participation, play, observation of peer activities and supporting these skills important. RALLA’s research-based approach and strong expertise in educational content are also important values ​​for me in my work as an early childhood special education teacher and trainer.

Genuinely meeting the child and responding to their needs is the foundation of high-quality early childhood education.

As a special education teacher in early childhood education, strengthening children’s social-emotional skills and an accessible learning environment that is built from the interests and needs of children into a physically, psychologically, socially and pedagogically safe place for experiencing are especially close to my heart. To me, an accessible learning environment means an environment built from the needs of children, where every child’s participation and belonging to a group is possible. In a children’s group, this means that there is, among other things, sufficient visual support, anticipated everyday life, the necessary structure, sensitive, warm interaction and emotional support provided by an adult. An accessible environment is a safe place for every child to experience, join in games, grow and develop. In addition to a safe and accessible learning environment, adults are also needed who recognize children’s skills, articulate their strengths and enable experiences of success.

The importance of observation in early childhood education cannot be overemphasized.

In my work as a special education teacher in early childhood education, I get to develop an inclusive operating culture together with the staff. Concepts that are part of inclusion include participation, community and equality. In early childhood education, observing play is central to building an inclusive everyday life. The information obtained through observation promotes a child’s learning and overall well-being. Observing play helps to find appropriate ways to implement child-centered pedagogy, i.e. one that listens to children and takes their opinions into account. At the same time, it guides early childhood education staff to get to know children more deeply and to observe children’s peer relationships at the group level. RALLA’s research-based play and peer skills observation tools, online courses and training content strengthen and help to develop a safe, welcoming educational culture. The well-being of a group of children develops in a compassionate educational and operating culture, where play is the characteristic way of children.

From an inclusion perspective, art-based working methods strengthen the sense of belonging of a group of children, the children’s experiences of participation and community.

I have been able to model, mentor and train early childhood education staff in art and narrative-based working methods, for example in the Rinnalla project funded by OPH. The moments offered by these working methods, which creatively combine different forms of expression, support working in accordance with the Early Childhood Education Plans (2022). Stories and fairy tales enable the construction of a shared play world and child-oriented working. The many forms of expression provide a natural channel for processing children’s emotional experiences and strengthening their social-emotional skills.

The pedagogy of the three Ks of education (meet, touch, listen) naturally flows into art-based work. According to research, art-based working methods should also be implemented even more strongly into the daily activities of early childhood education (e.g. Karvin arviointiraportti 2019).

Anu Lamminen, MEd, SEN teacher (ECEC)

anu.lamminen@ralla.fi

#childhood #lapsuudenitseisarvo #play #inclusivity #socialemotionalskills #artbasedworkingmethods #observation