Family-Professional Collaboration in Early Childhood Education and Care in Ukrainian Policy

The reform of the education system has been an ongoing effort in Ukraine since its independence in 1991. In this chapter, these reforms, focused on early childhood education system and especially on family-professional collaboration with families of children with special educational needs (SEN) are described closer. This is done to reveal how the collaboration with families of children with SEN is defined in the education policy. For this chapter, textual policy document data was used for analysis. Ukrainian policy documents guiding the education system between 1991 and 2022 were analysed with the help of systematic content analysis. The results were then divided into three main categories. These were 1) values in collaboration 2) Roles in the collaboration and 3) Activities in collaboration. Findings can be shortly presented her

Family related variables effect on later educational outcome : a further geospatial analysis on TIMSS 2015 Finland

Family-related factors, like parent’s educational level, their values and expectations have a significant impact on child’s early skills and later educational outcomes. Further, parents provide their child, alongside with other learning environments, a broad mathematical and early literacy input. This study investigates the relationship between family-related socio-economic and other factors like, parental education, amount of books at home, parental attitudes towards mathematics and science, parental perception of child’s early skills and student’s later academic achievement. This is studied in the light of the Finnish data collected for Trends in International Mathematics and Science Study (TIMSS) 2015. The results are presented with the help of a geospatial method called Kriging that reveals regional variance. The results indicate that family-related background variables have different effects on child’s later achievement in mathematics across Finland. The results suggest, that some areas in Finland are better in ‘levelling the playing field’ for children and minimising the effect of family related variables on educational outcomes than others.peerReviewe

Family related variables effect on later educational outcome: a further geospatial analysis on TIMSS 2015 Finland

AbstractFamily-related factors, like parent’s educational level, their values and expectations have a significant impact on child’s early skills and later educational outcomes. Further, parents provide their child, alongside with other learning environments, a broad mathematical and early literacy input. This study investigates the relationship between family-related socio-economic and other factors like, parental education, amount of books at home, parental attitudes towards mathematics and science, parental perception of child’s early skills and student’s later academic achievement. This is studied in the light of the Finnish data collected for Trends in International Mathematics and Science Study (TIMSS) 2015. The results are presented with the help of a geospatial method called Kriging that reveals regional variance. The results indicate that family-related background variables have different effects on child’s later achievement in mathematics across Finland. The results suggest, that some areas in Finland are better in ‘levelling the playing field’ for children and minimising the effect of family related variables on educational outcomes than others.</jats:p

Educational and spatial justice in rural and urban areas in three Nordic countries : A meta-ethnographic analysis

This article is based on a meta-ethnographic analysis of educational research from rural and urban areas in Finland, Norway and Sweden following the reorganisation of educational supply there in line with market policies. Edward Soja’s concept of spatial justice shapes the analysis. Using meta-ethnography, we try to present a contextualising narrative account of spatial justice and injustice in the education systems in the three countries. Thirtyone Nordic ethnographic publications (a mix of monographs, book chapters and articles) have been used in the meta-analysis. Just over half of them come from Sweden, and most are from urban education studies. The other half are relatively evenly divided between Norway and Finland. All were published between 2000 and 2017. Sweden represents an extreme position in relation to the new politics of education markets. Its promotion of school choice and schools-for-profit has attracted significant attention from ethnographic researchers in recent decades and is given particular attention in the article.Peer reviewe