A3 Book section, Chapters in research books
Embodied scaffolding and kinaesthetic learning in Finnish Early Childhood Education (2024)


Kangas, J., Ukkonen-Mikkola, T., & Harju-Luukkainen, H. (2024). Embodied scaffolding and kinaesthetic learning in Finnish Early Childhood Education. In G. Barton, & S. Garvis (Eds.), Kinaesthetic Learning in Early Childhood : Exploring Theory and Practice for Educators (pp. 137-152). Routledge. https://doi.org/10.4324/9781003268772-10


JYU authors or editors


Publication details

All authors or editorsKangas, Jonna; Ukkonen-Mikkola, Tuulikki; Harju-Luukkainen, Heidi

Parent publicationKinaesthetic Learning in Early Childhood : Exploring Theory and Practice for Educators

Parent publication editorsBarton, Georgina; Garvis, Susanne

ISBN978-1-032-21519-8

eISBN978-1-003-26877-2

Publication year2024

Publication date07/07/2023

Pages range137-152

Number of pages in the book180

PublisherRoutledge

Place of PublicationAbingdon

Publication countryUnited Kingdom

Publication languageEnglish

DOIhttps://doi.org/10.4324/9781003268772-10

Publication open accessNot open

Publication channel open access

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/92639


Abstract

The Finnish Early Childhood education and care (ECEC) is based on a holistic learning approach where children very often learn through pedagogical projects and continuous learning. In this context, learning is understood as playful, and it involves embodiment, emotions, communication, and movement through active agency. From these premises, the aim of this chapter is to create an overview of the kinaesthetic means of action and communication between teachers and children in Early Childhood education and care settings in Finland, through the concepts of learning as embodiment and action. With the help of systematic content analysis, we describe the core concepts and understanding of kinaesthetic, active and embodied learning. In order to give an overview of the pedagogical practices, with the help of a case study, we demonstrate how teachers in ECEC conceptualise and use kinaesthetic learning through embodiment guidance and scaffolding in their classrooms. At the end of the chapter, we summarise our findings in a visual image and also discuss the implications of the findings.


Keywordsearly childhood education and carelearning stylesbodilinessfunctional methodsplay-based pedagogy


Contributing organizations


Ministry reportingYes

Preliminary JUFO rating3


Last updated on 2024-10-01 at 12:24