• 3. From arriving to leaving



    From arriving to leaving: wellbeing throughout the day

    Next we get familiar with the child's day and the pedagogical principles and implementation of pedagogy at different stages of the day. 

    In the video:

    • ECEC as the first environment outside of the home and family context 
    • Quality interaction as a basis for pedagogy 
    • ECEC pedagogy is implemented throughout the day in all situations
    • Holistic pedagogy 
    • The importance of the first and last encounter of the day



    Summary

    Starting ECEC means a lot of new experiences, especially for a child, but at the same time it changes the daily life of the whole family. Creating a good and confidential relationship between guardians and professionals is important for the best interests of the child, and should be sought right from the first meeting. Interaction between children and adults is a core function of early education pedagogy and an ECEC centre’s pedagogical working culture, both of which are directly linked to the child’s experiences. The underlying values of early education and legislation also refer to the significance of the respective interaction relationship, especially its safety and stability. In early education pedagogy, daily routines and important basic activities, such as transitions (e.g. morning arrivals at the centre, transitions between small and larger group activities, transitions to outdoor play, transitions to meals), outdoor activities, moments of rest, meals, and how all these are structured into the day are especially important in promoting the child’s involvement and agency.

    Holistic pedagogy does not mean adding instructional activities planned by the ECEC teacher into the different stages of the day. Instead, all everyday encounters and activities are seen as pedagogically valuable moments in which space for learning can be made. This influences pedagogical structuring. It means that the structure of the day, including all transitions, need to be planned appropriately considering children's rhythm in terms of food, rest, indoor and outdoor activities, as well as their needs for play and guided activities.