Early Education and Health – The Global and Finnish Perspective

Bournemouth 2009

M.A.BrownM.A.Brown@derby.ac.uk

University of Derby

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

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”

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

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)

Brief comparisonFinland• 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

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”

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)

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

Brief Comparison

Sweden• Pre-school 1-6 year olds (play

and relaxation)• Subsidised care• Vertically grouped (family groups)• The processes in the setting are

evaluated not the child• Advised what to do but not how to

do it• Quest for fun, friends, security/

social skills• Half a day is spent outside

everyday (confidence/ self esteem)

• www.teachers.tv/video/12090

• “How can I really know what is going on? Unless I experience it, see it, analyse first hand all I can gain is a superficial and one dimensional account of provision in any country.” Jones L., Holmes R., Powell J. (2005 page 184)

• “a representation that reflects the past as much as it represents the present.” Jones L., Holmes R., Powell J. (2005 page 184)

Day Care Centre and Pre School

The comparison

Flexible groups in Finland:-

The comparison

Communication and language development

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

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.

Reading:-

Second language development:-

Support for diversity

Lunch time in the Day Care and Pre-School Centre

School:-

• The first term in school• 7 years old

Recommended time per subject:-

Finland:-Per week / per subject /Year 1 (age 7)• 7 hours Reading and writing • 3 hours Maths• 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

England:-English and Maths would have a similar

numbers of hours

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

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

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

Globalisation

• Information for Practitioners / HE students

• Scaffold information to the children• Greater global awareness• More understanding society of global issues /

cultural differences

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.”

Assessment

• Finland• Teacher’s assess and

report routinely on their pupil’s progress

• Representative samples of pupils from a given population

• England• National testing as a

measure of school performance – monitoring and accountability

• High incidence of assessment + statutory external assessment for children ages 7-11 (Primary Review Research Briefings 3/1 (2008)

• Results reported at the end of KS2 to Government Agencies.

The Future:-

Final thought!

The one certainty we have is that things are changing

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&ltemid=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) (2nd 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

Thank you for listening

Any questions?