For a young child, the first day in day-care centre opens the door to a new world

A study at the Department of Education, University of Jyväskylä, Finland, investigated the contribution of young children beginning in early childhood education and care (ECEC) during their first days in the new environment. The findings showed that young, one-year-old children have resources to draw upon in this new setting. The researchers identified different positions the newcomers took in the group.

The beginning of early childhood education has been characterised as a significant and potentially stressful transition in a young child’s life. In such a situation, the child encounters new pedagogical environments and establishes new social relationships. 

In the interaction, young newcomers in ECEC are significant contributors, influencing both their own and other children’s and adults’ activities in the group. 

“Even though there is a lot going on and there are various routines at the ECEC centre,” says Senior Lecturer (emerita) Raija Raittila, “the initiatives of children in their first day in ECEC are very significant for how the activities are organised and what is done there on such a day.” 

Activities are adapted to the newcomers

The study found that daily life in ECEC is often organised according to the way that a young newcomer joins in the activities. On the first day, the ECEC educators followed the child’s initiatives. The activities and plans were adapted to support the newcomer’s contribution. It seemed that a specific resource for a newcomer was the curiosity to explore the new place and possibilities for action. This was supported and children were encouraged to do so. 

Rules can be flexible for a newcomer

The first days in ECEC highlight the special position given to new children for practising and getting used to the ECEC centre’s rules and routines. Sometimes newcomers are allowed to do some things that are forbidden from children already accustomed to the ECEC setting. 

“It is possible to be flexible with the rules and routines a bit when a newcomer is taking hold of the space and daily life at the ECEC centre,” says the leader of the research project, Professor Niina Rutanen. Hence, when a new child starts in a group, it calls for flexibility from other children as well as recognising the special position of the newcomer.

Skills learned at home can be applied at the ECEC centre as well

The ECEC centre offers young newcomers a place where they can use their previously acquired skills. For example, at meals a child can apply the skills they have learned at home and participate equally with others. Although starting in the centre brings plenty of new things to a young child’s life, many of which call for practice and adaption, children are not just novices but also contributors like their more experienced peers in the ECEC setting. At the initial stage, it is important to pay attention to all skills that the child already has and that help him or her participate in ECEC activities. This opens the easiest route to the daily life of the centre. 

“Together with educators, children explore everything new that starting in ECEC brings with it, and it also involves a lot of joy, even if there are some homesick moments as well,” says Senior Researcher Mari Vuorisalo.

The researchers noted that starting in ECEC always means joining a specific socially, culturally and physically defined space. At the same time, however, each new entrant modifies the space, using their individual resources. 

The study is part of the University of Jyväskylä’s Trace in ECEC project, funded by the Research Council of Finland. The project has followed the ECEC path transitions of specific children, from their start in ECEC at the age of about one year until preschool and the beginning of primary school.