Collaboration Between Pre-primary Education and Primary Education
In Oulu, a unified path of growth and learning is being developed from early childhood education (ECEC) to basic education. The Oulu learning path includes shared objectives for implementing pedagogy for children aged 5–8, as well as agreed-upon practices for cooperation between pre-primary education and early primary education to ensure smooth transitions.
Cooperation between pre-primary education and early primary education is based on regular and planned collaboration between pre-primary teachers and teachers in grades 1–2, guided by the city’s common policies and the local cooperation plan. This cooperation enables individual attention to each child, timely support when needed, and strengthening the child’s participation.
Cooperation is carried out in accordance with the curricula and may include various joint activities between pre-primary groups and students in grades 1–2. Throughout the pre-primary year, children become familiar with the school’s learning environments. Different learning environments and flexible teaching arrangements are used. The goal is to work together and build and develop a shared operational culture. The staff in both pre-primary education and early primary education share responsibility for the planning, development, and implementation of cooperation.
Pedagogy of 5–8 years-old children
Pedagogy for children aged 5–8 refers to the creation of a shared pedagogical culture and joint practices based on a common understanding of learning. It includes the ability and expertise to implement individualised, planned, and goal-oriented pedagogy, in line with the objectives of the curricula and the education program.
A unified pedagogy, operational culture, and learning environment in pre-primary education and early primary education strengthen children’s early learning of basic skills. By working together, we enable each child’s individual progression along their learning path through flexible transitions.
Flexible practices in pre-primary and early primary education are developed based on the needs and perspectives of children, considering the everyday experiences that flexible arrangements create for them. Transitions from early childhood education (ECEC) to pre-primary education, and from pre-primary education to school, are significant life stages for every child.
The continuity of friendships is supported through flexible pedagogical processes and practices. Successful transitions promote children’s sense of security, well-being, and the conditions needed for growth and learning.
The goals and practices for each stage of the learning path are defined together and form the foundation of high-quality education. Quality is promoted through ongoing dialogue and collaboration among staff working in early childhood education, pre-primary education, and basic education. The diverse expertise of professionals from different educational stages is seen as a shared resource. Staff in early childhood education, pre-primary education, and early primary education also have opportunities to familiarise themselves with one another’s practices and learning environments.
Strengthening each child’s continuous path of growth and learning requires all parties to work together, learn from one another, and develop new practices collaboratively.