The SAGA for Toddlers research project uses the SAGA model to support the socioemotional and language development of the youngest (1- to 2-year-old) children in early childhood education and care (ECEC), in co-operation with their parents. In the pilot project, the SAGA model and materials were adapted for younger children. The model emphasises the importance of fairy tales and hared storybook reading in supporting children's socioemotional development, language skills, and relationship skills, as well as supporting parents' understanding of the importance of reading picture books with their children.
SAGA for Toddlers aims to use the model to strengthen the identification and naming of emotions in small groups using picture books and emotion cards. In the pilot study, dialogue cards were developed to support the emotional language and connection between pictures, stories and emotions. SAGA for Toddlers also utilised translanguaging pedagogy to support the linking of words and concepts by acknowledging the different languages present in the children's group.
During the shared storybook reading session, the pedagogues used dialogue and emotion cards and signs to help the children connect words, feelings and concepts. They also used various toys or objects that appeared in the story.
The SAGA sessions were held in small groups of 2-3 children, which meant that the reading sessions were relaxed, and the children could follow the story, even if not everyone had the patience to sit still. The children were encouraged to express themselves by showing emotion cards and objects and reflected on the story after the reading session by playing with the toys.
In the pilot study, cooperation with guardians was achieved by inviting them to SAGA evenings, which included a light refreshment, and an information session or activity related to the SAGA project. Two SAGA evenings were organised during the pilot study: a SAGA parents' evening, which included a presentation on the SAGA model and an overview of the research project and its implementation in the daycare centre; and a SAGA family evening, where the children were involved and got to read according to the SAGA model with the parents. The SAGA evenings were perceived as positive and informative, the guardians stated that they particularly appreciated the food service and the combination of theoretical and practical sessions.
The pedagogues said that they had found the SAGA sessions rewarding and that they had enjoyed the quiet time and getting to know the children better. The material was easy to use, and the reading sessions created routines and supported the structure of the activities. The children were eager to participate in the sessions and would stay to play with the toys afterwards, which helped to develop their social skills and form new friendships.
The parents reported that the children's language skills had improved, particularly their use of and understanding of words related to emotions. Interest in reading and concentration during reading sessions had also increased at home.