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EDUO1020 Finnish Early Education and Pedagogy: The Right to Play, Learn and Participate
Teacher Leadership Repertoires in the Context of Early Childhood Education Team Meetings in Finland
Teacher Leadership Repertoires in the Context of Early Childhood Education Team Meetings in Finland
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Halttunen-Waniganayake-Heikka-issue8-1.pdf
linkkiä avataksesi tiedoston.
◄ Early Childhood Education and Care System in Finland
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Announcements
Compulsory assignment: Thoughts on early education
Informed consent to participate in research
References and more information (reflection tasks)
Typical daily schedule and transitions
Defining the concepts: What is pedagogy and what is curriculum?
References: 1. Introduction
education system in Finland
Tasks and objectives of early childhood education and care: Act on Early Childhood Education and Care 540/2018
More on values and goals
References: 2. Key principles for ECEC and pre-primary education
References: 3. From arriving to leaving
References: 4. Mealtimes
different levels of ECEC curriculum (national, local, individual curriculum)
Transversal competences in early education
References: 5. Time for group activities
References: 6. Outdoor activities
References: 7. Daily rest
References: 8. It's playtime
References: 9. Concluding remarks
Pedagogy in ECEC: Nordic Challenges and Solutions
Early Childhood Education and Care System in Finland
What, where, when and how: Finnish children’s perceptions of learning in preschool
Nourishing Compassion in Finnish Kindergarten Head Teachers: How Character Strength Training Influences Teachers’ Other‑Oriented Behavior
Kindergarten space and autonomy in construction : Explorations during team ethnography in a Finnish kindergarten.
Finnish early childhood education and care leaders’ perceptions of pedagogical leadership and assessment of the implementation of the National Core Curriculum in times of change
Researching Finnish early childhood teachers’ pedagogical work using Layder’s research map
Early childhood education teachers’ professional development towards pedagogical leadership
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What, where, when and how: Finnish children’s perceptions of learning in preschool ►