Moral Foundation of the Kindergarten Teacher’s Educational Approach: Self-Reflection Facilitated Educator Response to Pluralism in Educational Context

Abstract

This paper investigates the moral foundation of Kindergarten teachers’ educational approach from the perspective of sensitivity towards religions and other worldviews. As a context for the examination, the paper presents the current situation of the Finnish multi-faith kindergartens through the empirical mixed method data gathered from five day care centres in the capital Helsinki area. The findings illustrate that at present, the multitude of religions and other worldviews in the increasingly diverse Kindergarten context causes continuous negotiations among the staff on both the educational practices and in the teachers’ educational partnership with families. In particular, there is a lot of uncertainty of how—if at all—education on religions and worldviews should be implemented in the multicultural, multi-faith kindergarten. Some of the staff members have difficulties in encountering religious diversity in a positive or neutral light, as religions are often seen through limitations to everyday practicalities and educational contents. It is argued that in order to develop a constructive, worldview sensitive educator response to pluralism, and thus to encourage the development in the moral foundation of the teachers’ work, the teachers would need supported opportunities for dialoguous self-reflection. To support this, working models for intercultural and inter-faith sensitivity are suggested.

Religious Festivals in Early Childhood Education and Care (ECEC) Institutions: A Norwegian Case Study

“…This reaction confirms the findings in studies of religiously diverse Finnish ECECs (Kuusisto, 2011;Kuusisto & Lamminmäki-Vartia, 2012). Kuusisto (2011) found that in the case of four multicultural ECECs studied, the staff had become "exceedingly sensitive to any hints of religion in order not to offend anyone" (p. 119).…”

“…Studies on ECECs in Finland (Kuusisto & Lamminmäki-Vartia, 2012) and Norway have concluded that ECEC teachers perceive religious diversity as more of a challenge than cultural diversity (which they can address through topics such as language, food, and ethnicity). Statements from teachers in the examined ECEC imply the same result.…”

“…Jørgen Boelskov (2015) has compared Danish and Norwegian ECEC activities related to Christian and Muslim religious festivities. In Finland, Arniika Kuusisto (2011) has explored the responses of staff to traditional Christian festivities, while Arniika Kuusisto and Silja Lamminmäki-Vartia (2012) have investigated staff attitudes towards religious diversity in ECECs. Kari-Mette Walmann Hidle and Kari Krogstad (2015) have examined activities related to Muslim festivities in Norwegian ECECs.…”

Immigrant Parents’ Perspectives on Early Childhood Education and Care Practices in the Finnish Multicultural Context

“…Research has shown that teachers tend to be ignorant about parents' wishes and beliefs on matters such as religion or food (e.g., Tobin & Kurban, 2010). In the Finnish ECEC, uncertainty was noted on the implementation of religions and worldviews, and some personnel had difficulties with incorporating different religions (Kuusisto & Lamminmäki-Vartia, 2012).…”

The multicultural and multi-religious Norwegian kindergarten

“…Saila Poulter et al (2015) have examined different perspectives on the concepts of worldview and religion in the context of multicultural education. And Kuusisto and Lamminmäki-Vartia (2012) have looked at the moral foundation of the Finnish KTE and compared it with empirical findings from kindergartens in Finland.…”