Professional Specialisation Studies Specified in the Degree Decision: Early childhood education, Helsinki

– application of research, development and innovation methods
– implementing a thesis project within the social, health and/or church sector
– result and impact assessments in research, development and innovation activities
– constructive and critical feedback
– thesis report

Students
– know how to apply research, development and innovation methods in their work and develop their own activities in the working life
– know how to write a thesis as an investigating, developing, innovative and reflective collaboration process in the social, health and/or church sector
– understand the significance of result and impact assessments in research, development and innovation activities
– know how to give and receive constructive and critical feedback on research, development and innovation work
– know how to make a thesis report

Hyväksytty/Hylätty

• principles of ethics and reliability in research and development
• principles of development process and methods
• principles of quantitative research and methodology
• principles of qualitative research and methodology
• principles of methods for analysing and evaluating thesis material
• principles of conducting a literature review
• presentation of the criteria and process of a thesis at Diak

Students
• know the principles of scientific research and how to conduct it
• know the principles of development activity and how to conduct it
• can assess the ethics and reliability of research and development activities
• understand the importance of prior knowledge in research and development
• familiarise themselves with the criteria and process of theses at Diak
• understand the principles and rationale of research and development objectives
• understand the importance of participatory research and development and the principles of its implementation

Hyväksytty/Hylätty

• theology of early childhood education, educational approach and pedagogical leadership
• methods of ethics education and pedagogy of religion
• work methods and development of early childhood education within the church
• expertise of a coordinator for early childhood education and care, task description and related competence needs
• children’s spirituality and supporting spiritual growth
• child-friendly and family-oriented parish

Students
• know how to analyse the theological basis of their work and create their own theology of church-organised early childhood education and care
• know how to analyse their own educational approach, professional identity and pedagogical leadership
• know the principles of child-friendly and family-oriented parish activities
• are familiar with the methods of ethics education and pedagogy of religion and know how to apply them
• know how to plan, execute and develop the parish’s early childhood education activities together with children, families and employees
• know how to act as an expert of church-organised early childhood education in multidisciplinary collaboration and networks

0-5

Students
• know how to act as an expert in educational and family work in the parish and promote the holistic wellbeing of children and families
• know how to apply and use the theoretical, functional and interactive skills related to church early childhood education and a family-oriented work method
• know how to use and apply the methods of ethics education and pedagogy of religion
• analyse and reflect on the meaning of pedagogical leadership in the duties of a church early childhood education instructor
• know how to plan, execute and assess camping and hiking activities for people of different ages together with other employees and participants
• know how to take into account children’s and families’ preparedness for camping and special needs in camping and hiking activities
• know how to plan, organise and evaluate the working methods of church early childhood education
• participate in the organisation of church services and devotional life and reflect on their meaning in church education
• know how to assess and reflect on their development as an expert of church early childhood education

0-5

– thesis publication process
– professional communication
– professional critical reflection
– maturity test

Students
– know how to assess research, development and innovation activities in professional work
– know how to present and justify the results of their research, development and innovation work in multidisciplinary thesis seminars and participate in professional ethical dialogue
– know how to communicate the results and further development challenges of their thesis to stakeholders
– know how to identify and communicate their professional competence and expertise to employers, collaboration partners and customers

0-5

Students
• know how to plan, execute, evaluate and develop pedagogical activities for children, ensuring children’s equality and communality in the learning environment
• create a working culture that supports children’s inclusion and play
• know how to apply the Act and Government Decree on Early Childhood Education and Care as well as the foundations of the early childhood education plan to their work
• know how to create and reinforce relationship-based educational cooperation with guardians to promote families’ wellbeing
• know how to act as a member of a multi-professional team and reinforce communal and dialogue-oriented working methods
• know the service system for children and families of their own area and know how to create and reinforce both structural and child- and family-specific cooperation with relevant partners
• know how to document their work and utilise documentation, taking into account data security and protection and customer safety, and understand the duty to report of early childhood education providers and can act accordingly
• know how to work in a goal-oriented, reflective and ethical manner and identify value conflicts in early childhood education
• analyse and reinforce the professional identity of a social pedagogue in early childhood education and care
• can identify the social role of early childhood education in the prevention of social exclusion and disintegration and the reinforcement of democracy
• know how to reflect on their professional growth, professional identity and actions as a professional in social work
• know how to reflect on their values and understand how they impact their professionalism
• consider their professionalism from the perspective of occupational and personal wellbeing

0-5

• factors that protect and hinder the growth, development and wellbeing of children and young people
• legislation governing child and family work and child welfare
• operating environments and forms of support of basic services for children, young people and families in line with the Social Welfare Act and the Child Welfare Act
• assessment of a child’s situation and need for support, processes of building a customer relationship and taking into account the networks of close contacts
• prioritising a child’s interests and a child-oriented professional approach
• ethicality, inclusion, a relationship-based approach and systematisation as the basis of professional work practices and intentional utilisation of methods that support these factors
• relevant and legal recording of a child’s documents

Students
• understand the significance of the childhood growth environment as a protective and risk factor
• are familiar with and know how to apply the relevant guiding and governing legislation
• know the key operating environments, operators and forms of support of social work with families with children (child and family social work) and child protection
• know how to assess a child’s situation and need for support and are familiar with the processes of building a customer relationship
• know the principles and procedures of inclusive documentation with a focus on children, young people and families
• know the principles of professional work practices as well as various working methods

0-5

• documents and legislation guiding and directing early childhood education
• social pedagogy in early childhood education
• inclusion pedagogy and play
• educational activity planning, implementation, documentation and assessment process
• educational collaboration
• work of an educator team
• quality and evaluation in early childhood education
• sensitivity to cultures and beliefs, equality, parity and diversity

Students
• know the basics and principles of early childhood pedagogy as part of the Finnish education system and life-long learning
• understand social pedagogy as the framework of pedagogical thinking and implementation of early childhood education
• are familiar with and know how to apply documents and legislation guiding and governing early childhood education
• know how to plan, implement, document and assess child-oriented pedagogy
• support children’s participation and their characteristic activity: playing
• know how to act in a culture and belief sensitive manner and support equality, parity and diversity in early childhood education
• are familiar with the quality and evaluation of early childhood education and the key working methods of a functional educator team

0-5

• development of a child in early childhood education and the related challenges
• three-level support and inclusion in early childhood education
• educational, care-based and structural support in early childhood education
• observation and documentation of a child’s growth, development and learning in early childhood education
• multisectoral and multi-professional early childhood education and cooperation networks, a parent-inclusive working culture

Students
• know the foundations of the development process and developmental challenges of children in early childhood education
• are familiar with the principles and practices of the three-level support of the child’s development, learning and wellbeing
• understand the key concepts of inclusion and inclusive pedagogy and their legal basis
• are familiar with and know how to apply various support activities to support children’s development and learning
• know how to use observation and documentation methods to support children’s growth and development
• understand the role of cooperation with families in supporting children
• know how to work in multisectoral and multi-professional early childhood education networks

0-5

– research, development and innovation methods and research material analysis methods
– thesis plan
– critical assessment of research and method data

Students
– know various research, development and innovation methods and research material analysis methods
– know how to apply the selected research, development and innovation strategy and method
– know how to make a thesis plan
– master the thesis process and know how to use multi-professional guidance to support their thesis process
– know how to critically appraise research data and justify their choices

Hyväksytty/Hylätty

• learning environments and working culture in early childhood education
• holistic pedagogy
• interactive, advisory and pedagogical skills
• instruction of children, formation of groups, peer groups
• prevention of bullying, social exclusion and inequality in early childhood education
• supporting parenting and the inclusion of parents
• wellbeing risks in a child’s growth environment, intervention, and guiding parents in the service system for children and families

Students
• know how to build learning environments and a working culture in early childhood education that support children’s social wellbeing and growth
• know how to create and maintain a safe and positive educational relationship and instruction approach with a child and groups of children
• know how to utilise a social pedagogical approach in supporting a child’s growth and development as part of communities and society
• support the group formation of children and prevent bullying and social exclusion
• know how to support children’s and parents’ inclusion and agency and prevent inequality
• know how to build educational cooperation that supports families’ wellbeing and parents’ inclusion
• identify wellbeing risks in a child’s growth environments and know how to bring them up and guide parents in the service system for children and families

0-5