Unit pedagogical action plan

2020-2021
 Pilke’s early
childhood
education in the
national
framework

Early childhood education in Pilke playschools is based on

In addition, Pilke playschools have a handbook for early

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 Pilke-päiväkotien oppimiskäsitys
In order to learn, the child must have a safe,
In Pilke playschools, the child is seen as an active healthy and happy mind. High-quality interaction
builder of information who selects and interprets and positive emotional experiences allow the
the information obtained. Active child child to act in a way that is specific to him.
participation is an essential part of the learning Naturally, the child is curious, creative and active,
process. Learning is built as a process and who analyses his surrounding world through play.
interacts with the environment. Learning is the Positive feedback maintains the motivation for
result of the child's own actions. The child relates learning and the image of the child as a learner.
new information to his previous experiences, Learning should be fun and awakens the child's
knowledge and views. The material to be learned desire to learn more. Children are actively
should be connected to the child's own involved in the learning process from the outset
experience and the child's interests. and shape it with their own activities and
thoughts.

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• The unit's pedagogical action plan describes how
the main guidelines of early childhood education
appear in everyday life.
• The possible focus of the unit is taken into account
in the different areas.
• The plan is evaluated every six months by means
of an evaluation tool.
• The plan is communicated to the guardians.
• The plan is a pedagogical tool that guides the
operation throughout the operating period.

23.9.2020
 Flexible
High-quality Small group
Participation learning
interaction activities
environments
Pilke’s main
guidelines for early
childhood Everyday Pedagogical
Project work
education and care pedagogy documentation

The main guidelines direct the organization of the content and activities of
early childhood education.

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High-quality This is how we implement this in our unit:
interaction • We welcome every child in the morning with a smile and an individual comment. We use the child’s
name when we say ”good morning”.
High-quality interaction is a genuine • We always wish guardians to have a nice day when they are leaving.
and active presence, sensitivity to the
child's feelings and thoughts. It • We build trust right from the start by sending updates by phone (call, sms, photos) and daily feedback.
enables safe interaction between the
child, the staff and the guardians . • Circle time happens twice a day in each group.
Our positive and supportive staff will
• We are actively involved in children’s play, at their level. It gives them support, warmth, trust and
support the development of the comfort as well as gives opportunity to forge stronger relationships.
child's compassion, enthusiasm and
• We value their input, we listen to them at their eye level, without interrupting. Learning a new language
participation. A confident and open
atmosphere creates the optimal is challenging so we promote English but are also supportive and encouraging when it comes to trying
conditions for the community well- using a new language.
being and child learning.
• Facial expressions, body language are as important as verbal communication.
• A warm lap or hug is available.
• We are consistent in teaching emotional regulation through daily mindfulness sessions (e.g. Yoga, soft
touch massage, etc.)
• Verbalization of feelings and thoughts.
• Regard to interculturality, no division between sexes, all beliefs and cultural diversities are embraced
and accepted.

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 This is how we implement this in our unit :
Participation (Note: this is one of our focus this year)
• Children’s voices are important and are taken into account when planning. Teacher-led activity always result in
Child participation in early childhood observation that then lead to us seeking children’s input. This is particularly seen in project work.
education refers to the child's ability to
be heard and to participate in decision- • We have a balance between teacher-led and child-initiated activities. We have weekly meetings to plan these
making on issues that affect his life and with the children. These informal brainstorms are discussed during circle time. This also gives children sense of
well-being. The child will gain pride when their interest and ideas are not only taken into account but are part of their learning experience as
experience of the sufficiency of his a group.
abilities, his role and responsibility in • For younger children who do not have the language skills yet to express their interests verbally, we use regular
the community. observation of play and activity to see what makes them excited and engaged.
In practice, this means involving the • We are in tune with the children in our group and react swiftly when their interest is sparked.
child and the guardians in both the early
• We are flexible. We can switch activities to match their needs, ideas, interests and opinions.
childhood education process and the
everyday activities. • Families were involved in this plan through online survey as well as writing their wishes and expectations in our
”wishing tree” permanent display. They are also encouraged to be part of the VASU.
• During our guardians’ evening, we also encouraged families to share their children’s interests with us.
• In normal circumstances, we encourage guardians to come and join us or lead sessions.
• If a child is away for an extended period of time, we keep the link via video call (e.g. Teams meeting or Zoom
story time).
• Mailbox to submit wishes, ideas and feedback will be installed during Autumn 2020 in the entrance for families.
• Children taking part in the vasu discussions! learning how to identify and evaluate their learning processes and
roles in the group

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 This is how we implement this in our unit:
Small group activities • Activities in small groups according to skills are done daily. It allows high quality interaction and
enables the educator to observe individual accomplishments. Through this, educators find
In small group activities, children are suitable and challenging activities on an individual level, even within the small group.
divided into smaller groups defined by
pedagogical criteria. • Extra support is easier to provide in small group activities. Sometimes, we may conduct one-on-
Small groups allow the child to grow, one activities if needed.
develop and learn purposefully to • Small group activities are part of our daily routines. Even during everyday pedagogy moments.
support everyday situations. At the
same time, the child’s individual needs • Small group activities enable a quieter, more peaceful environment in order to learn essential
are met as well as the provision of high-
quality interaction.
skills such as concentration, sustaining involvement, etc.
Small groups enable high-quality
• We encourage children to work within the zone of proximal development by encouraging more
learning experiences because the knowledgeable children to help their peers. This is also reflected in small group activities.
activity is calm and clear.
• We have inclusive play also in small group in order to promote extension of social circle, use of
English language in play and emotional regulation.
• Jolly Phonics started this Autumn with 5 years old and are done in small activities once a week on
Tuesdays.
• Groups of varying sizes and formations so that kids learn how to work and problem solve with
different personalities

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Flexible learning This is how we implement this in our unit:
environments • We are creative, resourceful and imaginative in our use of the environment due to the building
The learning environment is open and limitation (2 big rooms, 2 small rooms for 42 children).
communal, where the child can move
from one interest to another according
• Flexibility is limited due to space. This building used to be a bank...
to his interests.
• We cannot create a diverse and inspiring outdoor learning environment with these limitations.
The playschool’s layout is based on
different learning areas, between which • Craft materials and toys are clearly labeled and are within reach depending on their age. If they
small groups move. For example, music can reach it, they can play with it!
and exercise facilities, atelier for
handicrafts, child-oriented playgrounds • We rearranged our schedule to rotate the use of the space in order to maximize a calm and
and dining in the dining room in small
groups. The environment is developed
beneficial learning environment.
in line with the child's growth and • Areas for certain activities remain consistent (e.g. lunch, circle) while others are more flexible
learning goals.
(e.g. we can push tables out of the way for construction play).
In the learning environment, the child is
an active actor involved in building his • We try to support long-term play. However, we are limited due to groups sharing the learning
learning environments. The staff
supports and encourages the child to
space. Flexibility and communication between groups is vital for this.
create diverse and inspiring learning
environments.

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 This is how we implement this in our unit:
Everyday pedagogy
• Every moment is a pedagogical moment: dressing, undressing, toilet, self-care, etc.
For children under school age, most of • Learning happens everywhere, all the time!
the learning happens through play and
everyday activities. • Educators also learn from the children every day.
In everyday situations and play, the staff • We are role models; we are aware of our interactions with each other.
will meet the child as an individual and
activate him to encourage him to • We are in constant interaction with the children, even during self-care and transition moments.
explore and work creatively in changing
learning environments. • Handwashing, manners, cleaning up after yourself are very important for us and are strongly
Everyday situations are utilized in reinforced throughout the year.
learning. They are important moments
such as dressing situations, meals etc.
Staff should be sensitive to learning
• We acknowledge and respect other people’s work, we show gratitude (e.g. thanking Melanie for
moments in these situations. Separate snack).
activity sessions complement everyday
learning situations. • How to have a conversation at the lunch table.
• How to show compassion to others.
• Everyday moments are the best places for learning and prepping things that have been learnt e.g.
educators must pay close attention to using important mathematical location concepts while
dressing to go outside.

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Project work This is how we implement this in our unit:
• We explain the big picture and what is the purpose of the project.
The content of the activities grows out • Projects vary in length and scope.
of the child's interests and is integrated
into the learning and the learning areas
• Children's own documentation of processes is very important, and that they evaluate their
according to the National Early progress and feelings in the middle and at the end. This can be done through taking photos,
Childhood Education Plan. videos or even drawing.
Points of interest are combined into • Every group does project work. These projects always stem from children’s interests.
themes that are implemented through
projects with the involvement of the • Creative process is more important than the end result. Note! Process art and engage them in
child. As work progresses, things get developing critical thinking. We encourage them to ask questions rather than us asking questions
new meanings and shapes.
Observations, questions, views and
for them to answer.
events are gathered together with the • Open-ended questions! We explore the chosen subject multidimensionally (e.g. through music
children by documenting
and movement, art, stories, etc.)
• We use our senses!
• We also promote inclusion through project work by not taking what we have for granted.
• Project work always has an end result that is then displayed to others and families.
• Our common threads this year are equality and inclusion. These are kept in mind in all of our
projects throughout the year.

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Pedagogical This is how we implement this in our unit:
documentation • Portfolios are now compiled electronically through an individual powerpoint. Each child has one.
Pedagogical documentation provides • Portfolios are securely sent to guardians prior to VASU discussion or whenever they wish.
information on the children's lives,
development, thinking, and • We will open our own Instagram account in Autumn 2020.
interests.
• Children are actively involved in doing this documentation e.g. which drawing are they satisfied
Information about children’s
learning, needs and activities of a enough to go into their portfolio? Every group has a phone, we can take photos and videos of
group of children are collected in children in different situations and go through them with the child in question to teach them how
versatile and concrete ways.
to reflect.
Content is designed and developed
using staff’s and children’s • Our observations are the basis of all activity planning and individually directed action.
perceptions and documents, such as
photographs and drawings. • We display framed artwork, photos, group work with a title and description. We rotate the
displays throughout the year to avoid visual clutter.
For example, tablets are used to
support pedagogical documentation.
Pedagogical documentation makes
visible what has been done, why and
what learning goals have been
achieved.

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September 23,
Pilke päiväkodit Oy
2020
The main goal of Pilke playschools is to offer the child the best day to learn - every day.
With the children, with a twinkle in the eyes.

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