{"id":{"repo_id":"helsinki","oai_identifier":"oai:helda.helsinki.fi:10138/345695"},"canonical_url":"https://search.dev.ndltd.org/etd/helsinki/oai:helda.helsinki.fi:10138/345695","repository":{"repo_id":"helsinki","name":"University of Helsinki","base_url":"https://helda.helsinki.fi/server/oai/request"},"display":{"title":"Barnsyn och lärandesyn : en jämförelse av barnets plan för småbarnspedagogik och grunderna för planen för småbarnspedagogik","abstract":"The purpose of this research is to study how the personnel of early childhood education and care (ECEC) describe the child and learning in the child’s individual ECEC plan and to analyse how well the children’s plans comply with the national core curriculum of ECEC. In 2016, ECEC in Finland changed from daycare to pedagogy when the national core curriculum of ECEC was published and became the national norm. Mansikka and Lundkvist’s (2019) review of the ECEC curriculum from 2005 and the curriculum from 2016 showed that the concept learning is more valued in ECEC today. A Finnish study from the beginning of 2000 indicated that the ECEC personnel had expectations of how the child should behave. A child was expected for example to be social, to follow rules and to play calmly in a way that is considered suitable for the child’s gender (Alasuutari, 2010.) Since the research mentioned above was made, the Finnish ECEC has developed a lot because of the new ECEC law and the national core curriculum. It is interesting to study what kind of impact this development has had on the view of children and learning. The research data consisted of children’s individual ECEC plans. The length of these plans was 1–3 pages and a total of 27 plans were collected. The plans were collected from daycare centers within the same organization. I made a qualitative content analysis of the research data. The analys proceeded in three parts and the research data was compressed in each part. When the first part was done, I had hundreds of words categorized into 18 categories. Finally, four categories of the child view and two categories of the learning view remained. The child view in the children’s individual plans and in the ECEC curriculum were mainly similar. One difference was found in the individual plans. In the children´s individual plans a desire for a compliant child was found. The child was expected to participate in activities and to be compliant in transitions for example when moving from indoors to outdoors. The impact of the physical environment on children's learning was not mentioned in the individual plans, but the ECEC curriculum highlighted the impact of the physical environment. The role of the adults in a child's learning was emphasized in both types of documents, but the child’s role seemed to be forgotten in the children´s individual plans. In the ECEC curriculum the concepts learning and development are used as two separate concepts while the two concepts are used as synonyms in the children’s plans. This study indicates that the two concepts have different meanings. They are used separate in theory but are used as synonyms in practice","abstract_html":"The purpose of this research is to study how the personnel of early childhood education and care (ECEC) describe the child and learning in the child’s individual ECEC plan and to analyse how well the children’s plans comply with the national core curriculum of ECEC. In 2016, ECEC in Finland changed from daycare to pedagogy when the national core curriculum of ECEC was published and became the national norm. Mansikka and Lundkvist’s (2019) review of the ECEC curriculum from 2005 and the curriculum from 2016 showed that the concept learning is more valued in ECEC today. A Finnish study from the beginning of 2000 indicated that the ECEC personnel had expectations of how the child should behave. A child was expected for example to be social, to follow rules and to play calmly in a way that is considered suitable for the child’s gender (Alasuutari, 2010.) Since the research mentioned above was made, the Finnish ECEC has developed a lot because of the new ECEC law and the national core curriculum. It is interesting to study what kind of impact this development has had on the view of children and learning. The research data consisted of children’s individual ECEC plans. The length of these plans was 1–3 pages and a total of 27 plans were collected. The plans were collected from daycare centers within the same organization. I made a qualitative content analysis of the research data. The analys proceeded in three parts and the research data was compressed in each part. When the first part was done, I had hundreds of words categorized into 18 categories. Finally, four categories of the child view and two categories of the learning view remained. The child view in the children’s individual plans and in the ECEC curriculum were mainly similar. One difference was found in the individual plans. In the children´s individual plans a desire for a compliant child was found. The child was expected to participate in activities and to be compliant in transitions for example when moving from indoors to outdoors. The impact of the physical environment on children's learning was not mentioned in the individual plans, but the ECEC curriculum highlighted the impact of the physical environment. The role of the adults in a child's learning was emphasized in both types of documents, but the child’s role seemed to be forgotten in the children´s individual plans. In the ECEC curriculum the concepts learning and development are used as two separate concepts while the two concepts are used as synonyms in the children’s plans. This study indicates that the two concepts have different meanings. They are used separate in theory but are used as synonyms in practice","abstract_has_math":false,"creators":["Grönvall, Julia"],"institution":"Helsingin yliopisto","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Helsingin yliopisto, Kasvatustieteellinen tiedekunta","University of Helsinki, Faculty of Educational Sciences","Helsingfors universitet, Pedagogiska fakulteten"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022","date_published":"2022","updated_at":"2026-07-27T19:55:53Z","subjects":["Barnsyn","lärandesyn","småbarnspedagogik","läroplan","barnets plan för småbarnspedagogik"],"languages":["swe"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["URN:NBN:fi:hulib-202206293092"],"render_values":[{"text":"URN:NBN:fi:hulib-202206293092","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10138/345695","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Helsingin yliopisto, Kasvatustieteellinen tiedekunta","University of Helsinki, Faculty of Educational Sciences","Helsingfors universitet, Pedagogiska fakulteten"]},{"key":"dc:creator","label":"Author","values":["Grönvall, Julia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2022"]},{"key":"dc:publisher","label":"Institution","values":["Helsingin yliopisto","University of Helsinki","Helsingfors universitet"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Barnsyn","lärandesyn","småbarnspedagogik","läroplan","barnets plan för småbarnspedagogik"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["swe"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["URN:NBN:fi:hulib-202206293092","http://hdl.handle.net/10138/345695"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this research is to study how the personnel of early childhood education and care (ECEC) describe the child and learning in the child’s individual ECEC plan and to analyse how well the children’s plans comply with the national core curriculum of ECEC. In 2016, ECEC in Finland changed from daycare to pedagogy when the national core curriculum of ECEC was published and became the national norm. Mansikka and Lundkvist’s (2019) review of the ECEC curriculum from 2005 and the curriculum from 2016 showed that the concept learning is more valued in ECEC today. A Finnish study from the beginning of 2000 indicated that the ECEC personnel had expectations of how the child should behave. A child was expected for example to be social, to follow rules and to play calmly in a way that is considered suitable for the child’s gender (Alasuutari, 2010.) Since the research mentioned above was made, the Finnish ECEC has developed a lot because of the new ECEC law and the national core curriculum. It is interesting to study what kind of impact this development has had on the view of children and learning. The research data consisted of children’s individual ECEC plans. The length of these plans was 1–3 pages and a total of 27 plans were collected. The plans were collected from daycare centers within the same organization. I made a qualitative content analysis of the research data. The analys proceeded in three parts and the research data was compressed in each part. When the first part was done, I had hundreds of words categorized into 18 categories. Finally, four categories of the child view and two categories of the learning view remained. The child view in the children’s individual plans and in the ECEC curriculum were mainly similar. One difference was found in the individual plans. In the children´s individual plans a desire for a compliant child was found. The child was expected to participate in activities and to be compliant in transitions for example when moving from indoors to outdoors. The impact of the physical environment on children's learning was not mentioned in the individual plans, but the ECEC curriculum highlighted the impact of the physical environment. The role of the adults in a child's learning was emphasized in both types of documents, but the child’s role seemed to be forgotten in the children´s individual plans. In the ECEC curriculum the concepts learning and development are used as two separate concepts while the two concepts are used as synonyms in the children’s plans. This study indicates that the two concepts have different meanings. They are used separate in theory but are used as synonyms in practice","Syftet med denna studie är att undersöka hur daghemspersonalen beskriver barnet och lärande i barnets plan för småbarnspedagogik samt att utreda hur väl barnens planer stämmer överens med grunderna för planen för småbarnspedagogik. År 2016 tog småbarnspedagogiken steget från dagvård till pedagogik då den juridiskt bindande läroplanen, grunderna för planen för småbarnspedagogik, publicerades. Denna läroplan uppdaterades år 2018. Mansikka och Lundkvists(2019) jämförelse av den riktgivande läroplanen från år 2005 och läroplanen från år 2016 tyder på att begreppet lärande har fått mer värde inom småbarnspedagogiken. En finländsk studie som har gjorts i början av 2000-talet tyder på att daghemspersonalen har förväntningar på hur barnet ska bete sig. Ett barn förväntas bland annat följa regler, trivas tillsammans med andra människor, leka lugna lekar som anses lämpliga för barnets kön och vara intresserat av den pedagogiska verksamheten (Alasuutari, 2010.) Småbarnspedagogiken har utvecklats mycket sedan den ovannämnda studien gjordes i och med den nya lagen och uppdateringen av grunderna för planen för småbarnspedagogik. På grund av detta är jag intresserad av att studera hurudan inverkan denna utveckling har haft på barnsynen och lärandesynen. Forskningsdata bestod av barnens planer för småbarnspedagogik. Dessa planers längd var 1–3 sidor och allt som allt samlades 27 planer in. Planerna samlades in från daghem inom samma organisation. Av materialet gjorde jag en kvalitativ innehållsanalys. Analysprocessen framskred i tre olika delar och forskningsdata kom primerades i varje del. Efter det första analysskedet hade jag flera hundra ord eller fraser som sedan kategori serades till 18 kategorier. Slutligen kvarstod det fyra kategorier som beskrev synen på barnet samt två kategorier som beskrev synen på lärande. Barnsynen i barnens planer samt i grunderna för planen för småbarnspedagogik var i stort sett enhetlig. I barnens planer beskrevs en önskan om ett medgörligt barn, vilket skiljde sig från barnsynen i grunderna för planen för småbarnspedagogik. I de barnens planer uttrycktes en önskan om att barnet vore medgörligt vid övergångssituationerna, till exempel vid övergången inifrån ut. Barnet förväntades även delta i den pedagogiska verksamheten. Den fysiska miljöns inverkan på barns lärande nämndes inte i barnens planer, men i grunderna för planen för småbarnspedagogik ansågs den fysiska miljön vara av stor betydelse. I barnens planer betonades den vuxnas roll i barnets lärande, som även nämndes i grunderna för planen för småbarnspedagogik. Barnets roll i sitt eget lärande hade en framträdande roll i läroplanen medan barnets roll inte nämndes i barnens planer. I grunderna för planen för småbarnspedagogik används begreppen lärande och utveckling som två skilda begrepp, medan begreppen i barnens planer används som synonymer. Denna studie tyder på att de två begreppen i teorin skiljs åt men i praktiken överlappar de varandra."]},{"key":"dc:title","label":"Title","values":["Barnsyn och lärandesyn : en jämförelse av barnets plan för småbarnspedagogik och grunderna för planen för småbarnspedagogik"]}]}],"canonical_facts":{"dc:contributor":["Helsingin yliopisto, Kasvatustieteellinen tiedekunta","University of Helsinki, Faculty of Educational Sciences","Helsingfors universitet, Pedagogiska fakulteten"],"dc:creator":["Grönvall, Julia"],"dc:date.issued":["2022"],"dc:description.abstract":["The purpose of this research is to study how the personnel of early childhood education and care (ECEC) describe the child and learning in the child’s individual ECEC plan and to analyse how well the children’s plans comply with the national core curriculum of ECEC. In 2016, ECEC in Finland changed from daycare to pedagogy when the national core curriculum of ECEC was published and became the national norm. Mansikka and Lundkvist’s (2019) review of the ECEC curriculum from 2005 and the curriculum from 2016 showed that the concept learning is more valued in ECEC today. A Finnish study from the beginning of 2000 indicated that the ECEC personnel had expectations of how the child should behave. A child was expected for example to be social, to follow rules and to play calmly in a way that is considered suitable for the child’s gender (Alasuutari, 2010.) Since the research mentioned above was made, the Finnish ECEC has developed a lot because of the new ECEC law and the national core curriculum. It is interesting to study what kind of impact this development has had on the view of children and learning. The research data consisted of children’s individual ECEC plans. The length of these plans was 1–3 pages and a total of 27 plans were collected. The plans were collected from daycare centers within the same organization. I made a qualitative content analysis of the research data. The analys proceeded in three parts and the research data was compressed in each part. When the first part was done, I had hundreds of words categorized into 18 categories. Finally, four categories of the child view and two categories of the learning view remained. The child view in the children’s individual plans and in the ECEC curriculum were mainly similar. One difference was found in the individual plans. In the children´s individual plans a desire for a compliant child was found. The child was expected to participate in activities and to be compliant in transitions for example when moving from indoors to outdoors. The impact of the physical environment on children's learning was not mentioned in the individual plans, but the ECEC curriculum highlighted the impact of the physical environment. The role of the adults in a child's learning was emphasized in both types of documents, but the child’s role seemed to be forgotten in the children´s individual plans. In the ECEC curriculum the concepts learning and development are used as two separate concepts while the two concepts are used as synonyms in the children’s plans. This study indicates that the two concepts have different meanings. They are used separate in theory but are used as synonyms in practice","Syftet med denna studie är att undersöka hur daghemspersonalen beskriver barnet och lärande i barnets plan för småbarnspedagogik samt att utreda hur väl barnens planer stämmer överens med grunderna för planen för småbarnspedagogik. År 2016 tog småbarnspedagogiken steget från dagvård till pedagogik då den juridiskt bindande läroplanen, grunderna för planen för småbarnspedagogik, publicerades. Denna läroplan uppdaterades år 2018. Mansikka och Lundkvists(2019) jämförelse av den riktgivande läroplanen från år 2005 och läroplanen från år 2016 tyder på att begreppet lärande har fått mer värde inom småbarnspedagogiken. En finländsk studie som har gjorts i början av 2000-talet tyder på att daghemspersonalen har förväntningar på hur barnet ska bete sig. Ett barn förväntas bland annat följa regler, trivas tillsammans med andra människor, leka lugna lekar som anses lämpliga för barnets kön och vara intresserat av den pedagogiska verksamheten (Alasuutari, 2010.) Småbarnspedagogiken har utvecklats mycket sedan den ovannämnda studien gjordes i och med den nya lagen och uppdateringen av grunderna för planen för småbarnspedagogik. På grund av detta är jag intresserad av att studera hurudan inverkan denna utveckling har haft på barnsynen och lärandesynen. Forskningsdata bestod av barnens planer för småbarnspedagogik. Dessa planers längd var 1–3 sidor och allt som allt samlades 27 planer in. Planerna samlades in från daghem inom samma organisation. Av materialet gjorde jag en kvalitativ innehållsanalys. Analysprocessen framskred i tre olika delar och forskningsdata kom primerades i varje del. Efter det första analysskedet hade jag flera hundra ord eller fraser som sedan kategori serades till 18 kategorier. Slutligen kvarstod det fyra kategorier som beskrev synen på barnet samt två kategorier som beskrev synen på lärande. Barnsynen i barnens planer samt i grunderna för planen för småbarnspedagogik var i stort sett enhetlig. I barnens planer beskrevs en önskan om ett medgörligt barn, vilket skiljde sig från barnsynen i grunderna för planen för småbarnspedagogik. I de barnens planer uttrycktes en önskan om att barnet vore medgörligt vid övergångssituationerna, till exempel vid övergången inifrån ut. Barnet förväntades även delta i den pedagogiska verksamheten. Den fysiska miljöns inverkan på barns lärande nämndes inte i barnens planer, men i grunderna för planen för småbarnspedagogik ansågs den fysiska miljön vara av stor betydelse. I barnens planer betonades den vuxnas roll i barnets lärande, som även nämndes i grunderna för planen för småbarnspedagogik. Barnets roll i sitt eget lärande hade en framträdande roll i läroplanen medan barnets roll inte nämndes i barnens planer. I grunderna för planen för småbarnspedagogik används begreppen lärande och utveckling som två skilda begrepp, medan begreppen i barnens planer används som synonymer. Denna studie tyder på att de två begreppen i teorin skiljs åt men i praktiken överlappar de varandra."],"dc:identifier.uri":["URN:NBN:fi:hulib-202206293092","http://hdl.handle.net/10138/345695"],"dc:language.iso":["swe"],"dc:publisher":["Helsingin yliopisto","University of Helsinki","Helsingfors universitet"],"dc:subject":["Barnsyn","lärandesyn","småbarnspedagogik","läroplan","barnets plan för småbarnspedagogik"],"dc:title":["Barnsyn och lärandesyn : en jämförelse av barnets plan för småbarnspedagogik och grunderna för planen för småbarnspedagogik"]},"updated_at":"2026-07-27T19:55:53Z"}