Well-being and Inclusion
The primary task of early childhood education is to promote the growth, development, health, and well-being of each child. Early childhood education supports the development of children’s participation and influence skills and encourages initiative. Participation emphasizes listening to children’s thoughts and giving them the opportunity to influence their daily lives.
Well-being surveys are conducted in early childhood education, involving children, daycare staff, and guardians. The goal is to find concrete ways to promote children’s well-being by listening to them and utilizing their experiences. These surveys provide valuable information about children’s well-being and the daily life of the daycare, helping to develop the operational culture and pedagogical solutions.
For children, being heard means experiencing that they are valuable, important, and accepted, which significantly affects their well-being.
Emotional and Safety Skills Education
The goal of emotional and safety skills education is to promote the well-being of children and young people and to strengthen protective factors. It aims to prevent bullying, harassment, and violence directed at children and young people in all environments.
Child-Friendly Oulu
The City of Oulu is committed to the Child-Friendly Municipality (LYK) model, which supports children’s awareness of their rights and strengthens their opportunities to influence their development, as well as their own lives and surroundings, and society at large.
In the operational culture of early childhood education, well-being, inclusion, equality, and equity are promoted in all activities. The best interests of the child are the starting point for daily activities in early childhood education.
Unified Path of Growth and Learning
A unified pedagogy, operational culture, and learning environment in pre-primary and primary education strengthen the early learning of basic skills for children. By working together, we enable the individual progression of each child on the path of growth and learning through flexible transitions.
Pre-primary education units and nearby schools record the goals and contents of local cooperation in a joint pedagogical plan for children aged 5-8.