Podcast: key quality indicators of ECEC and pre-primary education
In this last section, you will listen to a podcast. It brings together the quality factors of ECEC and pre-primary education based on the guidelines and recommendations for evaluating the quality of early education by the Finnish Education Evaluation Centre (FINEEC).
The podcast covers the following areas:
- Basis for evaluation and quality indicators
- Legislation, adequacy, accessibility, and inclusiveness of early education
- How the curriculum guides ECEC and pre-primary education
- Pre- and in-service training and other competence development
- Long-lasting effects of adult–child interaction
- Pedagogical activities and learning environments
- Evaluation and development of early education
- Leadership at the level of pedagogical activities
- Peer interaction and group atmosphere
- Multidisciplinary cooperation and interaction among personnel
- Interaction between personnel and guardians
- Quality indicators promote sustainable learning and wellbeing
SummaryEarly education support the child’s growth towards ecosocial knowledge and ability, allowing people to understand ecological sustainability as the precondition for social sustainability and the realization of human rights. ECEC personnel construct a positive learning environment for the children. The atmosphere of the group is safe, warm and caring, and it inspires learning. The head of the ECEC centre is responsible for the goal-oriented and methodical leadership, the evaluation and development of their centre's pedagogy and the ECEC personnel’s opportunities for learning in their work. Pedagogical leadership is implemented with the support of ECEC teachers and ensures the participation of the personnel. The ECEC teacher is responsible for planning the activities for the child group, achieving the objectives set for the activities, and the evaluation and development of the activities. However, the entire ECEC personnel work together to plan, implement, evaluate and develop the pedagogical activities and practices. The ECEC personnel observe and document children's daily lives in early education regularly and systematically in order to understand their world of experience.
The adult–child ratio as well as the group size and structure specified in the legislation are based on research evidence and expert knowledge regarding ECEC and pre-primary education quality and children’s development. In high-quality early education, the adult–child interaction is positive, caring, encouraging and gentle. It is important that ECEC personnel are committed to each child and the child group and that they seek to interact with the children in a manner compatible with the children’s development, interests and learning capabilities.