Smaller Class Sizes in Early Childhood Education and Care
Early childhood education and care centres in Tampere have smaller groups in all areas. Each group consists of six children receiving special or intensive support and eight peers of the same age, for a total of 14 children. General support is also provided as needed.
There are usually four staff members in each group: 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 sessions.
Daily Life in a Smaller Group
The group’s activities are based on the national core curriculum for early childhood education and care (VASU) and Tampere’s VASU, just like in other early childhood education and care groups. The staff plans the group’s daily activities, learning environment, and the implementation of support tailored specifically to this group, based on observations of the children, their opinions, and the individual early childhood education and care plans for each child.
The support needs of children receiving special or intensified support can vary widely. Children are selected for the group based on their growth and learning path—that is, based on their place of residence and their support needs.
The staff of the smaller group use various methods, routines, and assistive devices to facilitate daily life, depending on which children are in the group each year. Below are examples of commonly used daily support tools that all children in the group can use, regardless of whether they need support or not.
Illustrated daily or weekly schedule, structure: The schedule is reviewed during the morning meeting so that every child knows what’s happening today. The daily schedule is usually the same from one day to the next, which helps children develop a sense of safety and trust in their own and others’ activities.
Morning gathering: There may sometimes be two differentmorning gatherings to ensure that all children have a learning experience appropriate for their age and developmental level.
Pictures are used to support language development, concentration, and anticipation in many situations throughout the day. Visual cues help children in many ways, such as during transitions and when they’re upset.
Clear, concise instructions help children understand better and follow directions—in other words, succeed. It is important for children to know what is expected of them.
The Time Timer clock is used to visualize the time allotted for the current activity. The clock can show, for example, 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 for 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 formanaging motor restlessness: therapy ball, seat cushion, weighted dog/snake/blanket, sensory ball, rubber band… etc.
Earplugs help children who are bothered by noise in noisy environments.
Small-group activities: Notall children in the group do the same things on the same day; instead, each child participates in activities suited to their own abilities. The goal is to provide a calm 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 can move around in small groups even at the field trip destinations. 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 forefront. Children learn various things from one another: play skills, working in a group, accepting differences, imagination, enthusiasm for learning, and life skills.
Multidisciplinary Collaboration
In early childhood education and care, in addition to staff working with groups of children, early childhood education and care social workers support families. Organizing this support is a multidisciplinary effort that, depending on the child’s needs, involves not only educational and teaching staff but also, for example, employees from the child health clinic. When necessary, other health services, family counseling services, social services, rehabilitation and therapy services for children and youth, as well as services from Tampere University Hospital (Tays) are also involved in this collaboration. The “My Team” 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 center operating model brings together services for families with children.