EjSBS - The European Journal of Social & Behavioural Sciences

The European Journal of Social & Behavioural Sciences

Online ISSN: 2301-2218
European Publisher

Increasing Immigrant Children’s Participation in the Finnish Early Childhood Education Context


The ongoing immigration flow poses challenges to the development of inclusive early childhood education (ECE) in Finland. This article focuses on immigrant children ́s participation as a means to developing effective pedagogical practices in the Finnish ECE settings. The research method involves collecting large-scale observation data (N=316) based on a random sampling of immigrant children’s everyday activities in the ECE context. The results show that the children’s participatory action is correlated with their involvement, deepening their level of inclusion in the particular situation. Participatory action is also related to peer relations with a group of children or another child. Role play is positively correlated with participatory action. The results imply the need for more attention to jointly creating and supporting elaborated learning practices and contexts, as well as to understanding the crucial roles of peer relations and ECE teachers in promoting children’s interaction, participation and role play. Teachers should develop daily actions and practices to be more accessible and understandable for all children to participate. The results demonstrate that the participation of immigrant children and families needs more effective interventions in the Finnish ECE setting.

Keywords: Immigrationchildrenearly childhood educationparticipationwell-beingFinland

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This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

About this article

Published online: 30.08.2017
Pages: 294-304
Publisher: Future Academy
In: Volume 20, Issue 3
DOI: 10.15405/ejsbs.223
Online ISSN: 2301-2218
Article Type: Original Research
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