Interpretation and evaluation of media

• The children explore various media along with the staff, including images, moving images, and sound, as well as combinations of these. For example, they explore pictures in newspapers and books, watch videos, play digital games, and listen to audiobooks.
• The children get to know their local environment and the world along with the staff by taking photographs or finding information in, for example, newspapers, books, or apps. The children practice using a web browser. Together, they think about suitable search terms or conduct image and voice searches.
• Children are encouraged to be curious about media content.
• They learn together to understand that some information in the media is true, while some is made up, and that media content is created by people. To help the children understand the difference, activities are offered where the children take and edit their own photographs. Green screen technology can be advantageously used.
• They explore and discuss characters in the media, their traits and ways of acting by stepping into their roles through play and creative expression.
• Children are encouraged to openly discuss their media experiences, express their feelings, and talk about their own well-being.
• Together, they examine advertising and discuss the differences between wanting, needing, and buying. Children are encouraged to make responsible choices in everyday life.

• Together with the children, explore media content that is suitable for their age, and discuss the children's own areas of interest in the media through play and creative expression.
• Together seek information about topics that interest the children in the media content.
• Support the children's relationship with media by encouraging them to choose safe media content tailored to their age level.
• Reflect together on source criticism and encourage the child to ask relevant questions.
• Discuss with the children how media is visible in and affects their daily lives, including play and living environment.
• Participate in discussions with the children about media usage in their families, including media content and screen time.

• Through engaging methods, children study media that is part of their everyday lives.
• Children learn safe media usage, agree with an adult on media consumption, and are encouraged to share their experiences and feelings that media content provokes with an adult.
• There are discussions together about the right to protect one's privacy and body. It is emphasized that one must ask a child for permission before taking or showing photos or videos of them.
• Conversations with children highlight that some media content is suitable for them, while others are not. The importance of age limits and their protective purpose is emphasized. Media safety discussions involve both children and guardians.
• Children learn that everyone has the right to decide on the use of their own work. Discussions with children about photo and film permissions are held while also teaching them the importance of copyright, where everyone has the right to determine the use of their work.
• They learn to use media to gather and organize information. The environment and world are explored together, for example, through photography or searching for media content on topics of interest to the children.
• Children are encouraged to approach media content with curiosity. At the same time, they are taught to be critical, prompting them to ask questions about what they see and hear.

• Children are encouraged to share their experiences and feelings that media content evokes through diverse modes of expression.
• The staff discusses with guardians the age limits for media use and the time spent on media.
• Children are guided towards kindness and consideration for each other in everyday situations. They are also encouraged to be aware of the consequences of their own words, gestures, and actions towards others.
• Children practice communication and share thoughts on various themes. Everyday communicative situations are observed, and exercises are conducted, incorporating play and joy.

• Establishes common guidelines and guides children in safe media usage.
• Introduces and practices responsible handling of media tools with the children.
• Together with the children, reflects on the concept of privacy protection. Discusses with the children their right to protect their privacy and their body.
• Discusses safe media usage with the children and their guardians. Staff also engages in conversations with guardians about age limits for media use. Encourages children to seek support from adults.
• Conversations with guardians include discussions about the use of digital environments and how to act in them. Also involves guardians in deliberations about the use of children's own tools and devices, and discusses children's privacy protection with them.

• In playful ways, children are encouraged to create media content using different media tools and apps, such as digital stories, audio recordings, or drawings.
• Together, they view the children's creations, for example through digital exhibitions or slideshows.
• Children receive support and encouragement to share their stories, for instance, by documenting their own tales.
• A project is carried out together using augmented reality (AR) with various apps.
• They discuss media characters, their traits, and ways of acting by immersing themselves in their roles through play.

• Children are encouraged to share their thoughts and talk during group reflections and decision-making.
• The importance of respecting each person's turn to speak is emphasized, with careful practice on attentive listening.
• Children are encouraged to be involved in educational documentation to foster participation in the process, for instance, in Prion. They are also encouraged to share their stories and experiences at home.
• Together, we study advertisements and discuss the differences between wanting, needing, and buying.

Digital services refer to applications and programs used in early childhood education.

• Päikky
• Prion
• Widgit online
• Polyglutt

Digital environments generally refer to all digital solutions, services, devices, and tools used in early childhood education.