A3 Book section, Chapters in research books
Practices of Planning as a Reflection of Teaching and Learning Concepts in ECEC : The Cases of Finland and Slovenia (2022)

Rutar, S., Ukkonen-Mikkola, T., Štemberger, T., & Čotar Konrad, S. (2022). Practices of Planning as a Reflection of Teaching and Learning Concepts in ECEC : The Cases of Finland and Slovenia. In H. Harju-Luukkainen, J. Kangas, & S. Garvis (Eds.), Finnish Early Childhood Education and Care : A Multi-theoretical perspective on research and practice (pp. 209-225). Springer. Early Childhood Research and Education : An Inter-theoretical Focus. https://doi.org/10.1007/978-3-030-95512-0_15

JYU authors or editors

Publication details

All authors or editors: Rutar, Sonja; Ukkonen-Mikkola, Tuulikki; Štemberger, Tina; Čotar Konrad, Sonja

Parent publication: Finnish Early Childhood Education and Care : A Multi-theoretical perspective on research and practice

Parent publication editors: Harju-Luukkainen, Heidi; Kangas, Jonna; Garvis, Susanne

ISBN: 978-3-030-95511-3

eISBN: 978-3-030-95512-0

Journal or series: Early Childhood Research and Education : An Inter-theoretical Focus

ISSN: 2946-6091

eISSN: 2946-6105

Publication year: 2022

Publication date: 03/06/2022

Pages range: 209-225

Number of pages in the book: 280

Publisher: Springer

Place of Publication: Cham

Publication country: Switzerland

Publication language: English

DOI: https://doi.org/10.1007/978-3-030-95512-0_15

Publication open access: Not open

Publication channel open access: 

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/83759

Abstract

The aim of this study was to identify pedagogical planning practices and thus recognise the prevailing teaching and learning concepts in ECEC in Finland and Slovenia. Pedagogical planning is one of the key elements of quality for ECEC in both countries. The study followed a qualitative paradigm. Data were collected by carrying out semi-structured thematic interviews with ECEC teachers in Finland and Slovenia and analysed using content analysis. Regarding the planning practices, the results show that ECEC teachers (i) mostly plan in teams or tandems and (ii) consider the curriculum, that is, the ECEC national document, as well as the children’s voices, in planning. Through an analysis of pedagogical planning practice, three learning and teaching concepts were recognised (i) transmissive pedagogy; (ii) constructivist-developmentalism, with a transmissive notion of the aim of education; and (iii) participatory pedagogy.

Keywords: early childhood education and care; conceptions of learning; pedagogy; pedagogical planning; early childhood education and care teachers

Free keywords: Suomi; Slovenia

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2022

JUFO rating: 2