AN ECOCULTURAL CONSIDERATION OF SÁMI EARLY CHILDHOOD EDUCATION

Laiti Marikaisa,Kaarina Määttä

doi:10.46827/ejes.v9i2.4149

Abstract

The Sámi is the only indigenous people in the EU. The Sámi live in the Arctic region in Finland, Norway Sweden, and Russia. Nature and natural lifestyles, respect for the nature and sustainability make an important part of the Sámi culture. Today’s rapid environmental, economic, and political developments pose a threat to the continuity of traditional values. Early childhood education (ECE) has a strong supportive role in the maintenance, transmitting, and strengthening of the Sámi cultures and languages. This research describes the implementation of Sámi ECE by the narratives of Sámi early childhood educators. Special focus is on the pedagogy educators use to strengthen children’s connectedness to nature, respecting nature and living in nature. The theoretical foundation is the eco-cultural theory. The Sámi Parliament has composed a core curriculum and a guide for the daily practices of the Sámi ECE. The research participants (N=23) represent various educational professions. The data comprised personal interviews. The data was analysed with qualitative content analysis. The significance of the nature appeared at many levels of ECE. The research provided grounds for early education which is culturally sustainable as it leans on the cultural tradition and the strong relationship with the nature. Article visualizations:<img src="/-counters-/edu_01/0933/a.php" alt="Hit counter" />

Highlights

This study examines the implementation of Sámi early childhood education from the point of view of ecocultural theory
We describe the daily activities of Sámi early childhood education and their connection to the Sámi culture through the lens of ecocultural theory
4.1 Nature through the eyes of Sámi culture According to the early childhood educators who participated in this study, the special features of Sámi culture are commonly introduced through the use of nature and natural elements in their education activities

Summary

Introduction

This study examines the implementation of Sámi early childhood education from the point of view of ecocultural theory. We describe how the actions of early childhood educators connect to the Indigenous Sámi culture, its inherent focus on and respect for nature, and how these actions help adjust the traditions to the local culture of the physical surroundings. Children construct their understanding of themselves and their environment on the basis of impetuses gathered from home and early childhood education. In Finland, there are approximately 10,500 Sámi, most of whom inhabit the Finnish part of the Sámi homeland, Sápmi, in the North of the country This area is culturally and linguistically autonomous, with three Sámi languages being spoken: Inari Sámi, Skolt Sámi, and Northern Sámi. The objective of culturally relevant education is to ensure that the prerequisites of welfare are transferred from generation to generation (Laine 2016)

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Discussion

Conclusion