The Development of Early Childhood Education as an Academic Discipline in Finland

dc.creator	Eeva Hujala
dc.date	2008-10-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:30:33Z
dc.date.available	2015-08-12T11:30:33Z
dc.identifier	1890-9167
dc.identifier	https://doaj.org/article/82579363643849c983395a44dcd49611
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/30981
dc.description	<p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 10.0px Times;">Early Childhood Education (ECE) as an academic discipline has gained an academic legitimacy in Fin-<span style="font: 12.0px Helvetica;"> </span></p> <p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 10.0px Times;">land in 2005. In accordance with internationally established practice, Early Childhood Education as an academic </p> <p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 10.0px Times;">field and a field of research has been set to cover the period from birth to eight years of age. The focus of ECE re-<span style="font: 12.0px Helvetica;"> </span></p> <p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 10.0px Times;">search is to analyse and define the development and upbringing of young children, including such themes as </p> <p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 10.0px Times;">learning and teaching and the complex connection between child development to the growth environment. In re-<span style="font: 12.0px Helvetica;"> </span></p> <p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 10.0px Times;">cent years in Finland, the internal paradigmatic discussions within academic ECE have been both enlightened and </p> <p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 10.0px Times;">critical. The emergence of an academic Early Childhood Education paradigm has been apparent in the discus-<span style="font: 12.0px Helvetica;"> </span></p> <p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 10.0px Times;">sions of early pedagogy, professional growth, leadership, management and quality and as a definer of pedagogy </p> <p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 10.0px Times;">to support children’s learning. The challenge of academic Early Childhood Education is to introduce into the dis-<span style="font: 12.0px Helvetica;"> </span></p> <p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 10.0px Times;">cussion ontological and epistemological issues of early childhood and thereby activate teachers and other profes-<span style="font: 12.0px Helvetica;"> </span></p> <p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 10.0px Times;">sional educators and parents to consider personal and professional conceptions of the child, of learning and of the </p> <p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 10.0px Times;">role of adults in the upbringing of young children from birth to eight years of age. </p>
dc.language	English
dc.language	Swedish
dc.language	Norweigan
dc.publisher	Høgskolen i Oslo
dc.relation	http://grundtvig.hio.no/index.php/nordiskbarnehageforskning/article/view/32
dc.relation	https://doaj.org/toc/1890-9167
dc.rights	CC BY
dc.source	Nordisk Barnehageforskning, Vol 1, Iss 1 (2008)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	The Development of Early Childhood Education as an Academic Discipline in Finland
dc.type	article