Interaction
Sivun sisältö
Instructions for reading the descriptions
The descriptions have been designed to form a continuum of cumulating competence
- The descriptions for early childhood education and care and pre-primary education should be read as a single entity.
- The description for grades 1 to 2 can be read on its own or in parallel with the descriptions for early childhood education and care and pre-primary education.
- The description for grades 3 to 6 should be read in parallel with the descriptions for grades 1 to 2.
- The description for grades 7 to 9 should be read in parallel with the descriptions for grades 1 to 2 and grades 3 to 6.
Collaboration and participation
Early childhood education
- …children practise communal modes of working.
- …digital opportunities are used for creating an environment in which everyone can shine as allowed by their development, age and capabilities.
- …special attention is paid to emotional and interaction skills in collaborative digital work.
- …children use the possibilities of digitalisation to immerse themselves in fictive roles, fairy-tales and stories.
- …the staff use digital services for keeping in touch with the guardians, strengthening interaction.
- …restricted collaborative services are used appropriately. Children practise producing their own content, using the digital environment available for them.
- …children are given opportunities to interact in individual and optional ways.
- …children learn to identify emojis.
- …a positive attitude to digital interactive services is maintained.
- …any problems encountered in digital services are solved together.
- …children practise socioemotional skills. Children practise acting in ways that can help prevent bullying.
- …children’s confidence in their possibilities of exerting influence is built up by using digital services.
- …digital environments are used to make children’s ideas and interests visible.
- …children participate actively in designing, implementing and evaluating play and learning in which digital environments are used.
- …diverse opportunities for participation and involvement are ensured for each child.
- …children gather experiences of how they can become involved in the community through digital services.
Pre-primary education
- …children practise contacting people and interacting in digital services.
- …children learn about appropriate use of emojis.
- …children learn about good practices in digital services.
- …children familiarise themselves with digital services that promote participation.
Grades 1–2
- …knows how to use digital services in an age-appropriate manner.
- …with guidance, is able to participate in discussions in digital services.
- …recognises and is able to use emojis that promote interaction.
- …knows how to make and receive a video call and to send and respond to a voice mail. The pupil is able to use other simple messaging functionalities.
- …understands what an email is and practices sending and receiving emails.
- …is able to report on his or her experiences of digital services.
- …respects others and takes them into consideration when operating in digital services. The pupil practises positive interaction when communicating and strives to prevent bullying.
- …with guidance, is able to resolve conflict situations that may arise in digital services.
- …with guidance, is able to use a digital service that promotes participation.
- The pupil encourages a sense of community among other pupils.
Grades 3–6
- …knows how to combine the interactive features of digital services.
- …uses collaborative digital services appropriately for studying.
- …knows how to send emails and reply to them following good practices and appropriately considering the situation.
- …assumes responsibility for collaborative work.
- …participates in working, discussions and involvement in the school’s digital environment.
- …understands his or her opportunities for involvement in digital services. The pupil brings up questions and topics that are meaningful to him or her in digital services.
- …knows how to interact with different groups in digital services.
- …practises helping others when they encounter problems.
- The pupil participates in the school’s joint content production.
Grades 7–9
- …uses interactive digital services diversely.
- …understands the importance of interaction in learning that takes place in digital environments.
- …actively and constructively participates in working in the collaborative digital services used by the school.
- …understands the operating principles of social media.
- …uses email and other communication tools as required by the situation.
- …is able to resolve conflict situations that may arise in digital services.
- …knows how to interact with actors outside the school, also in international contexts.
- …respects and values diversity in all digital environments.
- …knows how to participate in the school’s activities and development using its digital services.
- …understands the importance of digital environments in civic activities.
- …examines and evaluates his or her opportunities for involvement in digital services. The pupil finds the right digital forum for advancing matters that are important to him or her.
- …is able to operate as an active citizen in a digital society.
- …helps others when they encounter problems.
- …knows how to participate in the school’s activities and development using its digital services.
- …is able to participate in topical discussions in digital services.
- Using digital means, the pupil takes a constructive stand on topics that are conflicting or evoke emotions. The pupil contributes to the success of cooperation in digital environments through his or her activities.