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Assessing and evaluating early childhood education systems / / Susanne Garvis, Heidi Harju-Luukkainen and Jonna Kangas, editors
| Assessing and evaluating early childhood education systems / / Susanne Garvis, Heidi Harju-Luukkainen and Jonna Kangas, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer Nature Switzerland AG, , [2022] |
| Descrizione fisica | 1 online resource (197 pages) |
| Disciplina | 372.21 |
| Collana | Early Childhood Research and Education: An Inter-theoretical Focus |
| Soggetto topico |
Early childhood education
Educational tests and measurements Educació infantil Avaluació educativa |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-99910-6 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910580140203321 |
| Cham, Switzerland : , : Springer Nature Switzerland AG, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Finnish early childhood education and care : a multi-theoretical perspective on research and practice / / edited by Heidi Harju-Luukkainen, Jonna Kangas, Susanne Garvis
| Finnish early childhood education and care : a multi-theoretical perspective on research and practice / / edited by Heidi Harju-Luukkainen, Jonna Kangas, Susanne Garvis |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (285 pages) |
| Disciplina | 372.21094897 |
| Collana | Early Childhood Research and Education: an Inter-Theoretical Focus |
| Soggetto topico |
Early childhood education
Educació infantil Política educativa |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-95512-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- About the Contributors -- Chapter 1: Introduction to Early Childhood Education System's Policies and Practices in Finland -- 1.1 Introduction -- 1.2 Finnish ECE Is Based on International and National Policy Documents -- 1.3 High Quality as the Basis of Finnish ECEC Practices -- 1.4 Description of the Content of this Book -- 1.5 Part I: Multi-theoretical Teacher Training and Professional Approach -- 1.6 Part II: Children and Families around ECEC -- 1.7 Part III: Towards Finnish Pedagogy -- References -- Part I: Multi-theoretical Teacher Training and Professional Approach -- Chapter 2: A Contemporary Dialogue of Finnish Early Childhood Education and Care - Pedagogical Leadership in Early Childhood Education Teachers' Work -- 2.1 Introduction -- 2.2 Overview of Educational Policies and Theoretical Background -- 2.3 Methods -- 2.3.1 Participants -- 2.3.2 Procedure of the Data Collection -- 2.3.3 Analysis of the Data -- 2.4 Findings -- 2.4.1 Social Responsibility for Pedagogically Focused Early Childhood Education -- 2.4.2 Leading Multi-professional Teams Towards Pedagogical Goals -- 2.4.3 Varying Dispositions and Approaches for Teachers to Lead Their Teams -- 2.4.4 Collegial Support for Pedagogical Leadership -- 2.5 Discussion and Implications -- References -- Chapter 3: Critical Compassion in Finnish Early Childhood Educators' Responses to Challenges of Acting Compassionately -- 3.1 Introduction -- 3.2 Compassion in ECEC Settings -- 3.3 Setting and Data -- 3.3.1 Setting -- 3.3.2 Data Collection -- 3.3.3 Data Analysis -- 3.4 Three Ways of Solving Challenges of Acting with Compassion in the Workplace -- 3.4.1 Excerpt 1 -- 3.4.2 Excerpt 2 -- 3.4.3 Excerpt 3 -- 3.5 Discussion -- References -- Chapter 4: Widening Text Worlds in Finnish Early Childhood Education -- 4.1 Multiliteracies and the Finnish Core Curriculum for ECE.
4.2 Toward Multiliteracies and Widening Text Worlds -- 4.3 Conceptual Framing of Multiliteracies and Young Children's Literacy Practices -- 4.4 Promoting Multiliteracies Through Widening Text Worlds -- 4.4.1 Reflecting Dynamic Multiliteracies Through Four Case Examples -- 4.5 Discussion and Conclusions -- 4.6 Recommendations for Early Childhood Education Practices -- References -- Chapter 5: Developing Praxeological Understanding in Teacher Education: A Case of Worldview Education in Finnish ECEC -- 5.1 Introduction -- 5.2 Aim of the Study -- 5.3 Conceptual Underpinnings of the Study -- 5.4 Methodological Framework -- 5.4.1 Data -- 5.5 Results -- 5.6 Discussion -- 5.7 Conclusion -- References -- Chapter 6: Media Education in Finnish Early Childhood Teacher Education: A Curricular Analysis -- 6.1 University-Level ECEC Teacher Education and the National Core Curriculum Guidelines for ECEC in Finland -- 6.2 Media Education as a Part of Professional ECEC -- 6.3 Research Design -- 6.3.1 Data Collection and Analysis -- 6.4 Findings and Discussion -- 6.4.1 Positions of ME and ICT in Curricula -- 6.4.2 Targeted Competencies in ME and ICT Courses -- 6.5 Conclusions -- 6.6 Implications for Teacher Education -- References -- Chapter 7: 'Too Little Attention Is Paid to Children Who Require Specialised Support.': In-Service and Pre-service Teachers' Views on Policy and Practice in Early Childhood Teacher Education in Finland -- 7.1 Introduction -- 7.2 Inclusive ECEC in Finland -- 7.3 Teacher Education Responding to Policy and Practice: Teachers' Competence and Attitudes Towards Diverse Needs and Inclusive Education -- 7.4 Methods -- 7.4.1 Participants -- 7.4.2 Survey -- 7.4.3 Data Analysis -- 7.5 Findings -- 7.5.1 Education on Diverse Needs and Backgrounds -- 7.5.1.1 Encountering Diversity -- 7.5.1.2 Mild Support Needs -- 7.5.2 Aspirations for Knowledge Building. 7.5.2.1 Recognising and Naming Challenges -- 7.5.2.2 Significant Support Needs -- 7.5.3 Expectations About Practicality -- 7.5.3.1 Tools and Materials -- 7.5.3.2 Practicums -- 7.6 Discussion -- 7.6.1 Implications for Policy and Practice in University-Level ECEC Teacher Education -- References -- Part II: Children and Families in ECEC -- Chapter 8: Teachers' Understanding of Children's Right to Participation in Finnish Early Childhood Education and Care -- 8.1 Introduction -- 8.2 Children's Right to Participation - The Finnish ECEC Context -- 8.3 Participation - A Key Aspect of Democracy and Children's Rights -- 8.4 Data -- 8.5 Methods -- 8.6 Results -- 8.6.1 Children's Rights Are Related to Underlying Values and Aspects of Quality -- 8.6.2 Children's Perspectives Are an Essential Educational Goal -- 8.6.3 Children's Rights Are About the Possibility to Be Seen and Heard -- 8.6.4 Participation Requires Responsible and Respectable Teachers -- 8.6.5 Children's Right to Participation Is Related to Aspects of the ECEC-Context -- 8.6.6 Individual Rights in a Welcoming Relational Environment -- 8.6.7 Daily ECEC Life Based More on Children's Perspectives Than Personnel's Needs -- 8.6.8 Change of Perspective Among Staff Regarding Children's Participation -- 8.6.9 Challenging to Have Time to Do All That Is Required of a Teacher -- 8.6.10 Well-Educated and Trained Staff -- 8.7 Conclusions -- References -- Chapter 9: Promoting Participatory Learning and Creative Thinking in Finnish ECEC - A Review of Five Arts Pedagogical Case Studies -- 9.1 Introduction to the Arts Education Policies in Finnish ECEC -- 9.1.1 The Learning Area of 'Diverse Forms of Expression' -- 9.2 Challenges in Implementing the Arts Education -- 9.3 Research Design -- 9.4 Results -- 9.4.1 Participatory Design-Based Learning in the Arts -- 9.4.1.1 Case 1: Bridges of Joy. 9.4.1.2 Case 2: Musical Surface -- 9.4.1.3 Case 3: Circus with Children -- 9.4.2 Creative Group Composing -- 9.4.2.1 Case 4: Group Composing with 5-String Kanteles -- 9.4.2.2 Case 5: Composing Children's Songs -- 9.4.2.3 Summary of the Results -- 9.5 Discussion -- 9.6 Recommendations for Improving the Quality of Arts Pedagogy in ECEC -- References -- Chapter 10: North Sámi Language Nests in Northern Finland: A Case Study of Sámi Early Childhood Education and Care -- 10.1 Introduction -- 10.2 Sámi Language Nests: Language and Values -- 10.3 Methodological Approach and Methods -- 10.3.1 Indigenous Research Approach -- 10.3.2 Setting and Participants -- 10.3.3 Data Collection and Analysis -- 10.4 Results -- 10.4.1 Primary Functions: Sámi Language in Daily Practices -- 10.4.2 Secondary Functions: Learning Sámi Culture -- 10.5 Discussion -- 10.6 Implications and Future Recommendations -- References -- Chapter 11: My Story, Your Story, Our Story: Reciprocal Listening and Participation Through Storycrafting in Early Childhood Education and Care -- 11.1 Introduction -- 11.2 The Storycrafting Method -- 11.2.1 Background and Theoretical Framework of the Method -- 11.2.2 Storycrafting in Practice -- 11.3 Elements of Storycrafting -- 11.3.1 Narrating Freely and Space -- 11.3.2 Promoting Creativity, Imagination, Play and Learning -- 11.3.3 Active and Reciprocal Listening -- 11.3.4 Acknowledging Children -- 11.3.5 Encountering Dialogically -- 11.4 Methods -- 11.4.1 Research Data -- 11.4.2 Data Analysis -- 11.4.3 Ethics -- 11.5 Results -- 11.5.1 The Benefits of the Method for Children -- 11.5.2 The Benefits of the Method for ECEC Teachers and Other ECEC Professionals -- 11.5.3 Summary of the Results -- 11.6 Discussion and Implications: From My Story to Our Story -- References. Chapter 12: Observed Reading Sessions Between 08:00-16:00 Hours in Finnish Early Childhood Education -- 12.1 Introduction -- 12.2 Methods -- 12.2.1 Participants -- 12.2.2 Observation -- 12.2.3 Analysis -- 12.2.4 Ethics -- 12.3 Results -- 12.3.1 Learning Potential (Involvement) in Reading Sessions -- 12.3.2 The Observed Emotions of Children in Reading Sessions -- 12.3.3 The Social Roles of Children in Reading Sessions -- 12.3.4 The Physical Activity of Children in Reading Sessions -- 12.3.5 The Personnel's Roles in Reading Sessions -- 12.3.6 The Quality of Reading for 1-3-Year-Old Children -- 12.3.7 The Quality of Reading for Children with an Immigrant Background -- 12.4 Implications for Practice -- References -- Chapter 13: Early Skills as Predictors for Later Educational Outcome in Mathematics and Science in Finland and Sweden - A Further Analysis on TIMSS 2015 Data -- 13.1 Introduction -- 13.2 Theoretical Frame -- 13.2.1 Socioeconomic Factors Affecting Educational Outcomes -- 13.2.2 Early Skills as Predictors for Educational Outcome -- 13.2.3 Parental Influence -- 13.3 Data -- 13.4 Methods -- 13.5 Results -- 13.6 Conclusions and Recommendations -- References -- Part III: Towards Finnish Pedagogy -- Chapter 14: Creating a Theoretical Framework for Playful Learning and Pedagogy - The Finnish Perspective -- 14.1 Introduction -- 14.2 The Foundations of the Finnish Play and Playful Learning -- 14.3 The Theoretical Foundations of Play in Finnish ECE -- 14.4 Data and Methods -- 14.5 Results - Framing Play and Playful Learning in Finnish ECE -- 14.6 Conclusions - Creating a Framework for Playful Learning and Pedagogy -- References -- Chapter 15: Practices of Planning as a Reflection of Teaching and Learning Concepts in ECEC: The Cases of Finland and Slovenia -- 15.1 Introduction. 15.2 ECEC Legislation Framework for Pedagogical Planning in Finland and Slovenia. |
| Record Nr. | UNINA-9910574081403321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||