Working with children with special needs in Finnish kindergartens: Professionals and/or specialists?

Nislin, Mari Anneli; Paananen, Maiju; Repo, Laura; Sajaniemi, Nina; Sims, Margaret

doi:10.4102/sajce.v5i3.368

Cited by 3 publications

(2 citation statements)

References 26 publications

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“…children with disabilities or severe mental health problems) or from various backgrounds (e.g. children who are maltreated or neglected) (Nislin et al 2015). Positive values and a belief in inclusion, which in practice can appear as abilities to meet the needs of all children, can support a sense of belonging for both children and teachers in school contexts.…”

Section: Introductionmentioning

confidence: 99%

Associations of self-perceived competence, well-being and sense of belonging among pre- and in-service teachers encountering children with diverse needs

Nislin

Pesonen

2018

European Journal of Special Needs Education

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In this article, we sought to determine the extent to which pre-and in-service teachers' self-perceived competence is associated with sense of belonging and wellbeing during special education teacher studies, as well as determine whether there are differences among these factors between pre-service and in-service teachers. These are areas in which there is currently a shortage of research. Our data were collected using a survey with close-ended questions. The respondents consisted of 58 in-service and 29 pre-service teachers, aged 21-56 years. Data were analysed utilizing quantitative methods. The findings revealed that the respondents demonstrated generally high levels of engagement and low to moderate levels of burnout. The results further indicated that the respondents reported themselves to be most competent when dealing with children of drug-related family abuse and less competent in working with children with severe disabilities. Although well-being and self-perceived competence were associated, we could not find any associations between these factors and the sense of belonging. Given the theoretical and empirical evidence, a deeper understanding of the factors relating to teachers' ability to encounter diverse needs is unquestionably needed. The key findings are discussed in detail, and practical implications for teacher education are given.

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Section: Introductionmentioning

confidence: 99%

Associations of self-perceived competence, well-being and sense of belonging among pre- and in-service teachers encountering children with diverse needs

Nislin

Pesonen

2018

European Journal of Special Needs Education

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“…Work-related well-being is constructed of job satisfaction, stress, and work engagement (Cumming & Wong, 2019;Orsila, Luukkaala, Manka, & Nygard, 2011). It has also been suggested that experienced appreciation and meaningfulness of work are significant elements of work-related well-being (Nislin, Paananen, Repo, Sajaniemi, & Sims, 2015). Work-related well-being of early childhood professionals can be understood as "a dynamic state, involving the interaction of individual, relational, work-environmental, and sociocultural-political aspects and contexts" (Cumming & Wong, 2019, p. 276).…”

Section: Introductionmentioning

confidence: 99%

Finnish Early Childhood Education and Care Leaders’ Perceptions of Their Role in Supporting Staff’s Well-Being

Kuutti¹,

Sajaniemi²,

Björn³

2022

Education and New Developments 2022 – Volume 2

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"It is widely recognized that in early childhood education and care (ECEC) environments, work-related well-being is one of the key elements of job satisfaction and coping at work. The well-being of ECEC professionals strengthens the quality of early childhood education and care and supports children’s well-being, development, and learning. ECEC leaders have an important role in boosting their staff’s well-being, especially when working in groups with children with special educational needs. The purpose of this study was to investigate Finnish ECEC leaders’ perceptions of their role in supporting their staff’s well-being. The study involved five ECEC leaders, and data was collected using semi-structured interviews. The findings showed that ECEC leaders brought up different kinds of dimensions concerning their role in supporting staff’s well-being: conversation partner, administrative actor, negotiator, pedagogical mentor, supporter of social cohesion, and supporter of expertise. By working according to these roles, ECEC leaders affected to their staff’s work-related well-being by decreasing job demands and increasing job resources. This research provides valuable information concerning the ways to support the well-being of ECEC professionals and leaders’ role in this crucial element of high-quality early childhood education and care."

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Psychological Well-Being at Work Measures

Mendonça

Silva

et al. 2021

Assessing Organizational Behaviors

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Working with children with special needs in Finnish kindergartens: Professionals and/or specialists?

Cited by 3 publications

References 26 publications

Associations of self-perceived competence, well-being and sense of belonging among pre- and in-service teachers encountering children with diverse needs

Associations of self-perceived competence, well-being and sense of belonging among pre- and in-service teachers encountering children with diverse needs

Finnish Early Childhood Education and Care Leaders’ Perceptions of Their Role in Supporting Staff’s Well-Being

Psychological Well-Being at Work Measures

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