Reduced-size child group in Early Childhood Education and Care
Reduced-size child group in Early Childhood Education and Care
Early childhood education and care centres (ECEC centres) in Tampere have reduced-size child groups in all areas. Each group consists of 14 children in total: six receiving special or intensified support and eight peers. General support is also provided as needed.
The group typically consists of four staff members: two teachers in early childhood education
and care, a childcarer in early childhood education and care, and an assistant. The group’s staff also works closely with the special educational needs teacher in early childhood education and care and keeps their child support skills up to date, for example, by participating in training.
Daily life in a reduced-size group
The group’s activities are based on the national core curriculum for early childhood education and care (VASU) and the Tampere VASU, just as in other early childhood education and care groups. The staff plans the group’s daily activities, learning environment, and the implementation of support based on observations of the children, their opinions, and the early childhood education and care plans, tailoring them specifically to this group.
Children receiving special or intensified support may have a wide range of support needs. Children are selected for the group based on their path of growth and learning – that is, based on their place of residence and their support needs.
The staff in the reduced-size group use a variety of methods, routines, and assistive devices to make daily life easier, adapting them to the specific children in the group each year. Below are examples of commonly used daily support measures that are available to all children in the group, regardless of whether or not they require additional support.
Illustrated daily or weekly schedule, structure: The schedule is reviewed during the morning gathering so that every child knows what will happen today. The daily routine generally remains consistent from day to day, fostering a sense of security and trust in both their own actions and those of others.
Morning Gathering: Sometimes there may be two different types of morning gatherings to ensure that everyone has a learning experience appropriate for their age and developmental level.
Pictures help support language development, concentration, and the ability to anticipate events in many everyday situations. Visual communication helps children in many ways, such as during transitions and moments of frustration.
Clear, concise instructions help children understand better and follow them – in other words, succeed. It is important for children to know what is expected of them.
The Time Timer is used to visualize the time allocated for an ongoing activity. For example, the timer can show playtime and make it easier to transition from one activity to another.
Supportive sign language is used in many groups to support language development, concentration, and comprehension among all children.
Traffic lights (green, yellow, and red circles) can be used to provide positive feedback and regulate behavior, both with individual children and in group settings.
Tools designed to help relieve motor restlessness: therapy tangle, seat cushion, weighted dog/snake/blanket, spiky ball, rubber band… etc.
Ear protection helps children who are bothered by noise in noisy environments.
Small-group activities: Not all children in the group do the same things on the same day; instead, each child gets to participate in activities suited to their own skills. The goal is to ensure a peaceful environment for play and activities for every child.
Field Trips: Not all children necessarily go on every field trip on the same day; instead, they may also move around the field trip sites in small groups. Every child is given the opportunity to go on field trips.
Learning by Example: Every child has their own strengths, and each child is helped to bring those strengths to the fore. Children learn various things from one another: play skills, how to function in a group, acceptance of differences, imagination, and the enthusiasm and readiness for learning.
Multidisciplinary Collaboration
In early childhood education and care, in addition to staff who work with groups of children, social pedagogues in early childhood education and care provide support to families. Organizing support is a multidisciplinary effort that, depending on the child’s needs, involves not only educational and teaching staff but also, for example, child health clinic staff. Where necessary, this collaboration also involves other health services, family counseling services, social services, rehabilitation and therapy services for children and adolescents, and services provided by Tampere University Hospital (Tays). The “My Team” (Minun tiimini) operating model of The Wellbeing Services County of Pirkanmaa provides families with multidisciplinary support, including assistance with matters related to receiving support. In addition, the family centre brings together services for families with children.