芬蘭幼兒園親師夥伴關係初探

Parents-Teacher Partnership in Finnish Early Childhood Education and Care System

親師合作在幼兒學習歷程中扮演重要的角色，教師常透過不同方式與家長溝通、合作並建立關係。然而在落實的過程中，常出現無法滿足家庭與幼兒的個別需求，導致實施成效不高或家長參與的意願低落。芬蘭完善的教保制度為世界諸國效法的對象，而對家長參與的重視為該國教保系統中的重要特色。故本研究之目的為透過探究芬蘭幼兒教保系統的背景脈絡、制度規範以及現場落實三個不同層面，以了解該國幼兒園中實施親師合作的樣貌。資料蒐集方式為綜合文件蒐集、訪談且輔以實地考察的方式進行。研究發現有三：首先，芬蘭幼兒教保系統對於家庭及幼兒個別需求的重視。其次由法規制度發展過程中可見政府對親師合作的強調。在教學現場的落實部分，透過個別討論，家長與教師落實幼兒個別學習計畫的訂定。在教保系統重視、法規內容強調以及教學現場實踐的搭配之下，成就了芬蘭教保系統中親師在教育上的夥伴關係。

Parents-teacher cooperation plays an important role in children's learning process. Kindergarten teachers try to connect parents through communication, cooperation and some other reunion activities. In practice, however, teachers face the challenges that designed activities are not meet parents' or children's needs. Finland is well know by its early childhood education and care (ECEC) system and features by good cooperation between parents and teachers. Therefore, the purpose of this study is to explore parents-teacher cooperation in Finland ECEC system through examining ECEC system, regulation content and implement in field. Data collection was conducted by documentation, interviews and field visiting. Three findings are as below: 1. In ECEC system, individual need for every family and child was shown in services and benefits. 2. Definition of partnership in ECEC was elaborated as the development of related regulations. 3. The cornerstone of partnership is to discuss children's individual learning plan. The cooperation between parents and teachers in Finnish ECEC system was contributed by well connection among ECEC system, regulations and implements in field.