Teachers’ Time for Planning, Assessment and Development Connected to Staff Well-Being in Early Childhood Education

Johanna Heikka,Sanni Kahila,Harri Pitkäniemi,Eeva Hujala

doi:10.5772/intechopen.99103

Abstract

The planning, assessment and development (PAD) of pedagogy carried out by early childhood education (ECE) teachers is an important quality factor in ECE. In Finland, the working hours reserved for PAD tasks for ECE teachers were increased from 8 to 13% in 2018. The purpose of this study was to investigate ECE teachers’ and centre directors’ perceptions of the impact of increased PAD hours on the well-being of ECE staff. Based on the mixed-methods approach, 325 ECE teachers and 107 ECE centre directors participated in the study. The results of the study indicated that, apart from the atmosphere in the work community, the impact of working hours on the well-being at work was positive. In particular, the reform has increased the well-being of teachers at work. The increased PAD hours have had only a minor impact on the well-being of all staff.

Highlights

The purpose of this study was to find out how early childhood education (ECE) teachers and centre directors perceive the links between increased planning, assessment and development (PAD) hours and the well-being of ECE staff
This study examined experiences within ECE centres on how the increased PAD hours of ECE teachers have affected the well-being of ECE centre staff at work
The results showed that the increase in PAD hours has generally strengthened well-being at work in ECE

Summary

Introduction

The purpose of this study was to find out how early childhood education (ECE) teachers and centre directors perceive the links between increased planning, assessment and development (PAD) hours and the well-being of ECE staff. In the basics of the National Core Curriculum for Early Childhood Education and Care [2], the importance of pedagogy as a whole has become more important than before, which has increased the number of statutory responsibilities and planning of ECE teachers. PAD hours are intended for planning, assessment and development work outside the children’s group, which is included in the rosters when the presence of an ECE teacher and pedagogical expertise in the children’s group are not Education in Childhood necessary. The workplace must have sufficient calm facilities and equipment for working, and part of the PAD hours must be available outside the workplace if necessary [3]

Objectives

Results

Conclusion