scholarly journals Early Childhood Education

2021 ◽  
Author(s):  
Bernhard Kalicki ◽  
Anke Koenig
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Relations ◽  
Self Regulation ◽  
Problem Solver ◽  
Learning Potential ◽  
Learning And Development ◽  
Childhood Education ◽  
Education And Care ◽  
Active Learner

The relevance of early childhood education and care (ECEC) is widely acknowledged in many countries, the number of ECEC settings is expanding correspondingly. This trend reflects the tremendous learning potential during early childhood. Right from birth and during early childhood a variety of learning processes are initiated that foster agency, self-regulation and development. Even the newborn is an active learner, a competent interaction partner and a problem-solver. In line with a deeper understanding of the mechanisms, principles and conditions of learning, early childhood education relies on pedagogical concepts, approaches and didactic methods that promote early learning and development. ECEC settings for young children stimulate exploration and action in everyday situations, embedded in social relations and interactions with peers and with a skilled and reliable pedagogical professional. The expansion and professionalization of the ECEC sector requires establishing a research infrastructure as well as implementing different research approaches at the micro-, meso- and macro-level of the system of early childhood education.

scholarly journals Early Childhood Education and Care System in Finland

2017 ◽  
Vol 5 (2) ◽  
pp. 135-154 ◽  
Author(s):  
Jenni Salminen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Lifelong Learning ◽  
Primary Education ◽  
Day Care ◽  
Early Education ◽  
Learning And Development ◽  
Childhood Education ◽  
Education And Care ◽  
The Continuum

In Finland, Early Childhood Education and Care (ECEC) includes day care arrangements offered to families (care) along with goal-oriented early childhood education (early education and teaching) provided for children prior to transitioning to primary education. ECEC is therefore seen to build a coherent starting phase within the continuum of lifelong learning. ECEC follows the “educare” principle, which emphasizes the simultaneous consideration for children’s education, teaching, and care as the foundation of pedagogical activity, which is at the same time strongly rooted in the idea of learning and development as a holistic experience. The aim of this article is to provide an overview of the Finnish ECEC system, introduce its societal, organizational and curricular preconditions and discuss the current tensions and challenges faced.

Examining early childhood teachers’ attitudes and responses to superhero play

2020 ◽  
Vol 45 (2) ◽  
pp. 170-182
Author(s):  
Megan Wiwatowski ◽  
Jane Page ◽  
Sarah Young
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Critical Reflection ◽  
Early Childhood Teachers ◽  
Professional Knowledge ◽  
Learning And Development ◽  
Childhood Education ◽  
Children’S Learning ◽  
Education And Care ◽  
Teachers Attitudes

Research highlights that early childhood teachers (ECTs) hold varied opinions on the value of superhero play (SP) to young children’s learning and development. This study sought to investigate how ECTs in Victoria are responding to superhero play, and to examine the beliefs that underpin their responses. Interviews were conducted with eight ECTs from the Bayside area in Melbourne. The study revealed that while the majority of the teachers interviewed responded to children’s superhero play in a variety of ways, there were a number of barriers to supporting superhero play in early childhood education and care settings. This paper concludes by identifying the value of ECTs engaging in critical reflection to ensure that their responses to superhero play are based on professional knowledge that is informed by theory and research.

eye brings you another batch of the latest products and books on offerThe Routledge International Handbook of Philosophies and Theories of Early Childhood Education and Care edited by Tricia David, Kathy Goouch and Sacha Powell (ISBN: 9781138022812). £150. Hardback. Published by Routledge. www.routledge.com/education; orders via 01235 400400; [email protected] Review by Martine HorvathTalking and Learning with Young Children by Michael Jones (ISBN: 9781473912403). £22.99. Paperback. Published by SAGE Publications Ltd. www.sagepublications.com; Tel: 020 73248500 Review by Martine HorvathObserving Children and Families Beyond the Surface by Gill Butler (ISBN: 9781910391624). £16. Paperback. Published by Critical Publishing. Tel: 01727 851462/01606 784999; www.criticalpublishing.com Review by Martine HorvathEducating Children Through Natural Water How to use coastlines, rivers and lakes to promote learning and development by Judit Horvath (ISBN: 9780415728911). £19.99. Published by Routledge. www.routledge.com/education; orders via 01235 400400; [email protected] Review by Martine HorvathDen Building: creating imaginative spaces using almost anything by Jane Hewitt and Kathy Cross (ISBN: 9781845909529). £9.99. Paperback. Published by Crown House Publishing. www.crownhouse.co.uk; Tel: 01267 211345; [email protected] Review by Martine HorvathVisible Learning into Action: International Case Studies of Impact by John Hattie, Deb Masters and Kate Birch (ISBN: 9781138642294). £24.99. Paperback. Published by Routledge. www.routledge.com/education; orders via 01235 400400; books. [email protected] Review by Martine Horvath

2016 ◽  
Vol 17 (11) ◽  
pp. 46-48
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Case Studies ◽  
Natural Water ◽  
Children And Families ◽  
Learning And Development ◽  
Childhood Education ◽  
Rivers And Lakes ◽  
Education And Care

scholarly journals Outlining play and playful learning in Finland and Brazil: A content analysis of early childhood education policy documents

2020 ◽  
pp. 146394912096610
Author(s):  
Jonna Kangas ◽  
Heidi Harju-Luukkainen ◽  
Annu Brotherus ◽  
Liam Francis Gearon ◽  
Arniika Kuusisto
Keyword(s):  
Early Childhood ◽  
Content Analysis ◽  
Early Childhood Education ◽  
Positive Impact ◽  
International Studies ◽  
Learning And Development ◽  
Childhood Education ◽  
Early Childhood Education Policy ◽  
Education And Care

Early childhood education and care is a current interest in many countries. Many international studies have highlighted the importance of high-quality early education environments where learning and play are integrated. Studies show that these types of learning environments have a positive impact on children’s future prospects and overall development. Critical curriculum steering documents from Finland and Brazil form the basis of this study and can similarly be shown to define the quality of these environments, as well as providing definitions of playful learning in these differing cultural contexts. A content analysis explores patterns of the cultural and pedagogical difference of definition. This descriptive comparison permitted similarities and differences between the countries with regard to play to emerge. In this article, the authors explore what these different cultural and pedagogical definitions of play and playful learning are and what they might mean. The article thus makes a methodological contribution to a broader discussion of comparative studies of national curricula in early childhood education with specific regard to children’s engagement, learning and development in and through play. The theoretical conclusions are, however, more tentative, but the authors suggest some innovative ways to conceptualise cultural and pedagogical differences in play by making an analogy with Wittgenstein’s analysis of games in his Philosophical Investigations.

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