Development activities on the participation of children's worldview education
Chen, Fengyang (2024)
Chen, Fengyang
2024
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2024053119279
https://urn.fi/URN:NBN:fi:amk-2024053119279
Tiivistelmä
This thesis aims to establish practical activities for children's participation in worldview education through collecting their feedback. Understanding children's viewpoints on behalf of the community improves their intercultural communication abilities. When combined, these foster a multicultural sense of community.
An Espoo Centre Finnish kindergarten will benefit from this project. My goal is to provide a firsthand understanding of education from a Finnish perspective to other foreign students studying early childhood education or other educators working in kindergartens. To motivate people to apply the traits of their own culture and to hone their professional strengths.
In this thesis, participatory learning and the five levels of participation provide the theoretical foundation for developmental activities. Children's involvement creates a dynamic and developing cultural environment. When developing activities, consider children's participation, and ability to participate. The thesis is a functional work that blends action research with real-world application. Action research is one qualitative research method. As a researcher, I participated in the activities' creation.
I used thematic analysis to classify six significant themes in worldview education from the children's feedback for the three weeks of development activities. They are: 1. Children's own culture and everyday life. 2. Individual interests. 3. Diverse learning abilities. 4. creative methods. 5. Playfulness. 6. Cooperation with parents.
The educator ought to try to foster worldview awareness. A worldview educator values the differences among children and acknowledges the existence of conflicting viewpoints. Ensure that accepting a child's identity when integrating worldview into a child's distinctiveness and development. To encourage lifelong learning, worldview education is sustainable and eventually seeks to assist kids in forming viewpoints that are representative of the community and in assimilating into the local way of life.
An Espoo Centre Finnish kindergarten will benefit from this project. My goal is to provide a firsthand understanding of education from a Finnish perspective to other foreign students studying early childhood education or other educators working in kindergartens. To motivate people to apply the traits of their own culture and to hone their professional strengths.
In this thesis, participatory learning and the five levels of participation provide the theoretical foundation for developmental activities. Children's involvement creates a dynamic and developing cultural environment. When developing activities, consider children's participation, and ability to participate. The thesis is a functional work that blends action research with real-world application. Action research is one qualitative research method. As a researcher, I participated in the activities' creation.
I used thematic analysis to classify six significant themes in worldview education from the children's feedback for the three weeks of development activities. They are: 1. Children's own culture and everyday life. 2. Individual interests. 3. Diverse learning abilities. 4. creative methods. 5. Playfulness. 6. Cooperation with parents.
The educator ought to try to foster worldview awareness. A worldview educator values the differences among children and acknowledges the existence of conflicting viewpoints. Ensure that accepting a child's identity when integrating worldview into a child's distinctiveness and development. To encourage lifelong learning, worldview education is sustainable and eventually seeks to assist kids in forming viewpoints that are representative of the community and in assimilating into the local way of life.