Early Support of Children and Families (3 cr)

Evaluation scale

1-5

Content scheduling

-

Objective

Students recognise and are able to verbalise resources and risk factors related to children’s and families’ life situations and they are familiar with the principles of early intervention in early childhood services. Students know how to support children and family according to the principles of educational partnership. They are aware of the importance of dialogical interaction when working in cooperation with families. Students know how to start from the children’s needs and how to take children’s rights into consideration in their professional practice. They are familiar with early childhood education and other services provided by various actors. Students know how to support and help children and families to become heard and participate in various communities.

Content

- early childhood services and services for families with children
- educational partnership and multiprofessional co-operation in early childhood education
- recognizing strenghts and risks in childrens and families situation and bringing them up for discussion
- principles of dialogical interaction
- principles and implementation of early support
- the child's best interests and child-centered activities as part of early childhood services
- promoting participation in early childhood services

Location and time

FULLY INDEPENDENT ONLINE STUDY

The studies allow for completion according to one's own schedule. The literature exam is taken in the Exam room, which can also be done in the Exam room of another university.

Materials

Ahonen, Liisa (2019). Haastavat kasvatustilanteet. Lämpimän vuorovaikutuksen käsikirja.

Pienet tuetut askeleet. Varhaiskasvatuksen uudistuva tuki ja kehittyvät käytänteet (2022). Heiskanen, Noora & Marja Syrjämäki (toim.). PS-kustannus.

Sandberg, Erja (2021). Pedagoginen tuki varhaiskasvatuksessa ja esiopetuksessa.

Varhaiserityiskasvatus (2019). Päivi Pihlaja & Riitta Viitala (toim.).

Philippa, Perry (2021). Kunpa vanhempasi olisivat lukeneet tämän kirjan (ja lapsesi kiittävät, että sinä luit). Otava.

Tahkokallio, Keijo &Aulikki Uski (2024) Kuka kasvattaisi lapsesi? Minerva.

Hyytiäinen, Hanni & Anni Vuorinen (2025). Lapsen kehitys. Opas vanhemmille ja kasvattajille. Readme.fi

Kennedy, Becky (2024). Vahva vanhemmuus. Otava.

Pöyhönen, Julia & Heidi, Livingston (2023) Hyvän vanhemman salaisuus. Tuuma-kustannus.

Teaching methods

FULLY INDEPENDENT ONLINE STUDY, Non stop:

The course is conducted online in the Moodle learning environment, except for the literature exam, which is taken as an Exam exam. The course is completed independently at one's own pace during the implementation period. The course does not include joint meetings or pair or group work.


The student familiarizes themselves with the theoretical material, completes online assignments / practice project / exam according to the given instructions. The study requires independent work and scheduling.

Employer connections

Does not include practical training.

Exam schedules

Exams and assignments can be completed according to the student's own schedule, but must be finished by May 15, 2026.

International connections

-

Completion alternatives

-

Student workload

Total 81 hours. The workload of the study is designed so that one credit corresponds to an average of 27 hours of student work to achieve the learning objectives. The actual time required varies individually, e.g., due to prior knowledge.

Assessment criteria, satisfactory (1)

Students are able to name some of the principles of educational co-operation and dialogical support. Students are able to recognise some principles concerning the the rights of the child and child-centered practices.
They are able to describe needs of different families, also families and children at risk. Students are able to name some principles of early support. They know providers of services for children and families and they can describe how the services could be used. Students are able to describe some factors which effect promoting participation of children and families.

Assessment criteria, good (3)

Students are able to support children and families according to the principles of educational co-operation and partnership. Students know how to interact with both children and parents. Students know the rights of the child and principles of child-centered actions. They are able to detect needs of different families, also families and children at risk. Students know the principles of early support and are able to support child and parents by using them. They know main the factors of services of early childhood education and other providers of services for children and families and they can use the services while supporting children and families. Students know and are able to make use of methods which promote participation of children and families in communities and various environments.

Assessment criteria, excellent (5)

Students are able to support children and families according to the principles of educational co-operation. Students know how to interact with both children and parents using dialogical interaction methods. Students take the best interests of the child into account and they are able to detect needs of different families, also families and children at risk. Students are able to use the methods and the principles of early support taking account his/her individual professional streghts and challenges. They have an overall picture of services of early childhood education and other providers of services for children and families and they can fix the services together to support children and families. Students are able to ensure that the voice of children and parents is heard and their participation in communities and various environments promoted. Students help children and families express their opinions. Students are able to analyse preconditions of early support of children and families.

Qualifications

Study Cources: The Child's Growth and Learning, Early Childhood Pedagogy, Small Group Activities and Communality in Early Childhood Education

Further information

The course is primarily for students earning credits in early childhood education. Participation in the course requires the completion of other previous early childhood education courses before starting this course.

For students not earning credits in early childhood education, the course is an elective that can be completed as part of their studies.The course content focuses on early childhood education.

The course can be completed at your own pace during the course implementation period.