Finnish Early Childhood Education and Care: A Multi-theoretical perspective on research and practice
Heidi Harju-Luukkainen · Jonna Kangas · Susanne Garvis
Jun 2022 · Early Childhood Research and Education: An Inter-theoretical Focus Book 1 · Springer Nature
Ebook
280
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About this ebook
This book highlights contemporary questions around Early Childhood Education in Finland. It explores a range of issues relating to policies and practices in Early Childhood Education and Care (ECEC). The book features many aspects of the so-called Nordic model that is evident in different practices and policies of the Finnish ECEC system. Among others topics, it discusses playful learning, storycrafting, scientific literacy, pedagogical leadership, family-related variables, and Sami language learning. The findings provide important insights into the Finnish ECEC model and illustrate relevant issues facing Finland. All of the 14 chapters present unique research and give the reader the opportunity to understand how the ECEC services during children’s early years are defined and implemented. Each chapter includes a discussion of the educational outcome and highlights critical perspectives. In Finland ECEC is seen as an investment in the future. The Finnish ECEC system is one of the most equal in the world. The high-quality education is available to both private and public sectors. National curriculum and laws for early education have gone through a significant reform during the last decade, with the quality, practices and teachers’ competences being defined in order to support children’s future learning skills. ECEC in Finland is a unique combination of international influences and local intentions to put each child and family at the centre of the services. The systematic and goal-oriented ECEC system consists of upbringing, education and care with an emphasis on pedagogy in order to produce excellence for the future. Its overall planning, guidance and monitoring system is one of a kind.
About the author
Heidi Harju-Luukkainen Heidi Harju-Luukkainen is a professor and vice director at the University of Jyväskylä, Kokkola University Consortium Cyhdenius and a professor at Nord university, Norway. She holds a Ph.D. in education, special education teacher qualification and a qualification in leadership and management from Finland. She has published more than 200 international books, journal articles and reports. Harju-Luukkainen has worked at top ranked universities in the USA like UCLA, USC as well as in many Nordic research universities. She has developed education programs for universities, been a PI of PISA sub-assessments in Finland and functioned as board professional. Her research areas are early childhood education, justice in education and international student assessment. Jonna Kangas is an Adjunct Professor and PhD of Education. She has position of University Lecturer and joint research member in Playful Learning Center, Faculty of Education Science, University of Helsinki. Her research focus is on play-based pedagogy. She seeks to understand children’s learning processes through joy and participation, and she uses her findings for designing innovative teacher training and mentoring programmes in Finland and developing countries. She is a director of blended teacher training program in University of Helsinki.
Susanne Garvis is a professor of Education and the Chair of the Department of Education at Swinburne University of Technology, Melbourne. She has worked in Sweden as well as Australia within early childhood education. Her research in early childhood policy and quality is world leading and informed numerous policy initiatives and professional learning practices with early childhood teachers and young children.
Susanne Garvis is a professor of Education and the Chair of the Department of Education at Swinburne University of Technology, Melbourne. She has worked in Sweden as well as Australia within early childhood education. Her research in early childhood policy and quality is world leading and informed numerous policy initiatives and professional learning practices with early childhood teachers and young children.
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