Early years teacher jobs in Finland
Early years teachers instruct students, primarily young children, in basic subjects and creative play with the aim of developing their social and intellectual skills in an informal way in preparation for future formal learning. They create lesson plans, possibly in accordance with a fixed curriculum, for an entire class or smaller groups and test the students on the content. These lesson plans, based on basic subjects, can include the instruction of number, letter, and colour recognition, days of the week, categorisation of animals and transport vehicles etc. Early years teachers also supervise students outside the classroom on school grounds and enforce rules of behaviour there as well.
Early years teacher - Which skills are essential?
Promote the prevention, early detection, and management of children`s problems, focusing on developmental delays and disorders, behavioural problems, functional disabilities, social stresses, mental disorders including depression, and anxiety disorders.
Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
Evaluate the different aspects of development needs of children and young people.
Follow up on students’ learning progress and assess their achievements and needs.
Recognise and describe the development, observing the following criteria: weight, length, and head size, nutritional requirements, renal function, hormonal influences on development, response to stress, and infection.
Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.
Help children and young people to assess their social, emotional and identity needs and to develop a positive self image, enhance their self esteem and improve their self reliance.
Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.
Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.
Make sure students follow the rules and code of behaviour established in the school and take the appropriate measures in case of violation or misbehaviour.
Perform activities with children according to their physical, emotional, intellectual and social needs by using appropriate tools and equipment that facilitate interaction and learning activities.
The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
Encourage and facilitate the development of children's natural curiosity and social and language abilities through creative and social activities such as storytelling, imaginative play, songs, drawing, and games.
The cooperation between people characterised by a unified commitment to achieving a given goal, participating equally, maintaining open communication, facilitating effective usage of ideas etc.
Provide an environment that supports and values children and helps them to manage their own feelings and relationships with others.
Instruct pre-primary students in basic learning principles, in preparation for future formal learning. Teach them the principles of certain basic subjects such as number, letter, and colour recognition, days of the week, and the categorisation of animals and vehicles.
Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.
Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.
Maintain discipline and engage students during instruction.
Support and coach students in their work, give learners practical support and encouragement.
Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.
The goals identified in curricula and defined learning outcomes.
The inner workings of a kindergarten, such as the structure of the relevant education support and management, policies, and regulations.
Stimulate students to appreciate their own achievements and actions to nurture confidence and educational growth.
Early years teacher - Which skills are useful but not essential?
The importance of a clean, sanitary workspace for example through use of hand disinfectant and sanitizer, in order to minimise infection risk between colleagues or when working with children.
Take students' opinions and preferences into consideration when determining learning content.
Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.
Accompany students on an educational trip outside the school environment and ensure their safety and cooperation.
Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students' well-being.
Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.
Lead, supervise or help with the assistance of indoor and outdoor recreational or educational activities after school or during school holidays.
The symptoms, characteristics, and treatment of diseases and disorders that often affect children, such as the measles, chickenpox, asthma, the mumps, and head lice.
Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders.
The techniques used to teach students a foreign language, such as audio-lingual, communicative language teaching (CLT), and immersion.
Understand safeguarding and what should be done in cases of actual or potential harm or abuse.
Observe students' recreational activities to ensure student safety and well-being and intervene when necessary.
Tend to children by feeding them, dressing them, and, if necessary, regularly changing their diapers in a sanitary manner.
Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.
Organise an event in which participants can express their creativity, such as putting on a dance, theatre, or talent show.
The teaching methods, equipment and settings used to support students with special needs in achieving succes in school or community.
Inform children`s parents of the activities planned, program`s expectations and children`s individual progress.
The emergency treatment given to a sick or injured person in the case of circulatory and/or respiratory failure, unconsciousness, wounds, bleeding, shock or poisoning.