Pirjo-Liisa Poikonen seurasi väitöstutkimuksessaan yhden päiväkoti-kouluyksikön opetussuunnitelman laadintaprosessia. Hän tutki, miten esi- ja alkuopetuksen pedagogista jatkumoa sekä yhteisöllisyyttä edistettiin yhteisen opetussuunnitelman laatimisvaiheessa. Tutkimustulokset osoittavat, että yhteisen perustan luominen kahden, kulttuuritaustoiltaan erilaisen instituution kasvatus- ja opetustyölle on vuosien keskustelujen työ.- Tutkimustulokset osoittavat, että päiväkoti-kouluyhteisön yhteisestä opetussuunnitelman kehittämisestä näyttää hyötyneen sekä lapset että aikuiset, sillä keskustelua ei käydä enää siitä "mitä päiväkodissa ja koulussa saa opettaa". Sen sijaan keskustellaan siitä, miten lapsen kasvun ja oppimisen polku jatkuisi mahdollisimman joustavana sekä miten esiopetus ja muu varhaiskasvatus sekä perusopetus muodostaisivat kokonaisuuden, jossa huomioidaan lapsen kehityksen jatkumo, Poikonen kertoo.The aim of the study was to promote the use of a joint curriculum to create continuity through early childhood education, preprimary education, and primary education. This would ensure a consistent whole as regards a child's development. The theoretical framework of the study was cognitive-oriented research in organizational culture in which organizational culture is assumed to regenerate and change in interaction between those involved. The context of the study was a newly founded day-care - cum - primary school unit in which the day-care centre and school worked on the same premises.The study was conducted as action research. The first phase was done in 1994-1996 and the second in 1999-2001. The data collected consisted of individual and group interviews, tape recordings of the meetings of the curriculum workgroup, written documents, the researcher's notes, and a study journal.The first phase in the process of planning the curriculum had features of practical action; discussing the matter together created a common language and lines of action for two institutions with different cultural backgrounds. The second phase had features of practico-emancipatory action, as mutual critical evaluation brought along with it changes in the curriculum, new pedagogic practices were developed, and cultural and professional barriers were crossed. An example of this is the development of age-integrated teaching (a combined classroom), the most significant results of which were the versatility of the pedagogic activities, providing space for a child's individuality to assert itself, new experiences, play and intellectual challenges. Furthermore, joint projects encouraged children of different ages to work together, as well as to act as an assistant teacher. The collaboration between the kindergarten teacher and the primary school teacher also provided a model for the children's working together.The results of the present study add to our understanding of what kind of pedagogic knowledge is needed when developing curricula as a process. The results also add to our understanding of the importance of administrative, cultural, and professional backgrounds when building a continuum from early childhood education to primary education ...

esiopetus alkuopetus opetussuunnitelmat päiväkodit esikoulu koulu yhteistyö yhdysluokat yhteisöllisyys varhaiskasvatus