دانلود کتاب Finnish Early Childhood Education and Care: A Multi-theoretical perspective on research and practice (Early Childhood Research and Education: An Inter-theoretical Focus, 1)

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Contents\nAbout the Contributors\nChapter 1: Introduction to Early Childhood Education System’s Policies and Practices in Finland\n 1.1 Introduction\n 1.2 Finnish ECE Is Based on International and National Policy Documents\n 1.3 High Quality as the Basis of Finnish ECEC Practices\n 1.4 Description of the Content of this Book\n 1.5 Part I: Multi-theoretical Teacher Training and Professional Approach\n 1.6 Part II: Children and Families around ECEC\n 1.7 Part III: Towards Finnish Pedagogy\n References\nPart I: Multi-theoretical Teacher Training and Professional Approach\n Chapter 2: A Contemporary Dialogue of Finnish Early Childhood Education and Care – Pedagogical Leadership in Early Childhood Education Teachers’ Work\n 2.1 Introduction\n 2.2 Overview of Educational Policies and Theoretical Background\n 2.3 Methods\n 2.3.1 Participants\n 2.3.2 Procedure of the Data Collection\n 2.3.3 Analysis of the Data\n 2.4 Findings\n 2.4.1 Social Responsibility for Pedagogically Focused Early Childhood Education\n 2.4.2 Leading Multi-professional Teams Towards Pedagogical Goals\n 2.4.3 Varying Dispositions and Approaches for Teachers to Lead Their Teams\n 2.4.4 Collegial Support for Pedagogical Leadership\n 2.5 Discussion and Implications\n References\n Chapter 3: Critical Compassion in Finnish Early Childhood Educators’ Responses to Challenges of Acting Compassionately\n 3.1 Introduction\n 3.2 Compassion in ECEC Settings\n 3.3 Setting and Data\n 3.3.1 Setting\n 3.3.2 Data Collection\n 3.3.3 Data Analysis\n 3.4 Three Ways of Solving Challenges of Acting with Compassion in the Workplace\n 3.4.1 Excerpt 1\n 3.4.2 Excerpt 2\n 3.4.3 Excerpt 3\n 3.5 Discussion\n References\n Chapter 4: Widening Text Worlds in Finnish Early Childhood Education\n 4.1 Multiliteracies and the Finnish Core Curriculum for ECE\n 4.2 Toward Multiliteracies and Widening Text Worlds\n 4.3 Conceptual Framing of Multiliteracies and Young Children’s Literacy Practices\n 4.4 Promoting Multiliteracies Through Widening Text Worlds\n 4.4.1 Reflecting Dynamic Multiliteracies Through Four Case Examples\n 4.5 Discussion and Conclusions\n 4.6 Recommendations for Early Childhood Education Practices\n References\n Chapter 5: Developing Praxeological Understanding in Teacher Education: A Case of Worldview Education in Finnish ECEC\n 5.1 Introduction\n 5.2 Aim of the Study\n 5.3 Conceptual Underpinnings of the Study\n 5.4 Methodological Framework\n 5.4.1 Data\n 5.5 Results\n 5.6 Discussion\n 5.7 Conclusion\n References\n Chapter 6: Media Education in Finnish Early Childhood Teacher Education: A Curricular Analysis\n 6.1 University-Level ECEC Teacher Education and the National Core Curriculum Guidelines for ECEC in Finland\n 6.2 Media Education as a Part of Professional ECEC\n 6.3 Research Design\n 6.3.1 Data Collection and Analysis\n 6.4 Findings and Discussion\n 6.4.1 Positions of ME and ICT in Curricula\n 6.4.2 Targeted Competencies in ME and ICT Courses\n 6.5 Conclusions\n 6.6 Implications for Teacher Education\n References\n 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\n 7.1 Introduction\n 7.2 Inclusive ECEC in Finland\n 7.3 Teacher Education Responding to Policy and Practice: Teachers’ Competence and Attitudes Towards Diverse Needs and Inclusive Education\n 7.4 Methods\n 7.4.1 Participants\n 7.4.2 Survey\n 7.4.3 Data Analysis\n 7.5 Findings\n 7.5.1 Education on Diverse Needs and Backgrounds\n 7.5.1.1 Encountering Diversity\n 7.5.1.2 Mild Support Needs\n 7.5.2 Aspirations for Knowledge Building\n 7.5.2.1 Recognising and Naming Challenges\n 7.5.2.2 Significant Support Needs\n 7.5.3 Expectations About Practicality\n 7.5.3.1 Tools and Materials\n 7.5.3.2 Practicums\n 7.6 Discussion\n 7.6.1 Implications for Policy and Practice in University-Level ECEC Teacher Education\n References\nPart II: Children and Families in ECEC\n Chapter 8: Teachers’ Understanding of Children’s Right to Participation in Finnish Early Childhood Education and Care\n 8.1 Introduction\n 8.2 Children’s Right to Participation – The Finnish ECEC Context\n 8.3 Participation – A Key Aspect of Democracy and Children’s Rights\n 8.4 Data\n 8.5 Methods\n 8.6 Results\n 8.6.1 Children’s Rights Are Related to Underlying Values and Aspects of Quality\n 8.6.2 Children’s Perspectives Are an Essential Educational Goal\n 8.6.3 Children’s Rights Are About the Possibility to Be Seen and Heard\n 8.6.4 Participation Requires Responsible and Respectable Teachers\n 8.6.5 Children’s Right to Participation Is Related to Aspects of the ECEC-Context\n 8.6.6 Individual Rights in a Welcoming Relational Environment\n 8.6.7 Daily ECEC Life Based More on Children’s Perspectives Than Personnel’s Needs\n 8.6.8 Change of Perspective Among Staff Regarding Children’s Participation\n 8.6.9 Challenging to Have Time to Do All That Is Required of a Teacher\n 8.6.10 Well-Educated and Trained Staff\n 8.7 Conclusions\n References\n Chapter 9: Promoting Participatory Learning and Creative Thinking in Finnish ECEC – A Review of Five Arts Pedagogical Case Studies\n 9.1 Introduction to the Arts Education Policies in Finnish ECEC\n 9.1.1 The Learning Area of ‘Diverse Forms of Expression’\n 9.2 Challenges in Implementing the Arts Education\n 9.3 Research Design\n 9.4 Results\n 9.4.1 Participatory Design-Based Learning in the Arts\n 9.4.1.1 Case 1: Bridges of Joy\n 9.4.1.2 Case 2: Musical Surface\n 9.4.1.3 Case 3: Circus with Children\n 9.4.2 Creative Group Composing\n 9.4.2.1 Case 4: Group Composing with 5-String Kanteles\n 9.4.2.2 Case 5: Composing Children’s Songs\n 9.4.2.3 Summary of the Results\n 9.5 Discussion\n 9.6 Recommendations for Improving the Quality of Arts Pedagogy in ECEC\n References\n Chapter 10: North Sámi Language Nests in Northern Finland: A Case Study of Sámi Early Childhood Education and Care\n 10.1 Introduction\n 10.2 Sámi Language Nests: Language and Values\n 10.3 Methodological Approach and Methods\n 10.3.1 Indigenous Research Approach\n 10.3.2 Setting and Participants\n 10.3.3 Data Collection and Analysis\n 10.4 Results\n 10.4.1 Primary Functions: Sámi Language in Daily Practices\n 10.4.2 Secondary Functions: Learning Sámi Culture\n 10.5 Discussion\n 10.6 Implications and Future Recommendations\n References\n Chapter 11: My Story, Your Story, Our Story: Reciprocal Listening and Participation Through Storycrafting in Early Childhood Education and Care\n 11.1 Introduction\n 11.2 The Storycrafting Method\n 11.2.1 Background and Theoretical Framework of the Method\n 11.2.2 Storycrafting in Practice\n 11.3 Elements of Storycrafting\n 11.3.1 Narrating Freely and Space\n 11.3.2 Promoting Creativity, Imagination, Play and Learning\n 11.3.3 Active and Reciprocal Listening\n 11.3.4 Acknowledging Children\n 11.3.5 Encountering Dialogically\n 11.4 Methods\n 11.4.1 Research Data\n 11.4.2 Data Analysis\n 11.4.3 Ethics\n 11.5 Results\n 11.5.1 The Benefits of the Method for Children\n 11.5.2 The Benefits of the Method for ECEC Teachers and Other ECEC Professionals\n 11.5.3 Summary of the Results\n 11.6 Discussion and Implications: From My Story to Our Story\n References\n Chapter 12: Observed Reading Sessions Between 08:00–16:00 Hours in Finnish Early Childhood Education\n 12.1 Introduction\n 12.2 Methods\n 12.2.1 Participants\n 12.2.2 Observation\n 12.2.3 Analysis\n 12.2.4 Ethics\n 12.3 Results\n 12.3.1 Learning Potential (Involvement) in Reading Sessions\n 12.3.2 The Observed Emotions of Children in Reading Sessions\n 12.3.3 The Social Roles of Children in Reading Sessions\n 12.3.4 The Physical Activity of Children in Reading Sessions\n 12.3.5 The Personnel’s Roles in Reading Sessions\n 12.3.6 The Quality of Reading for 1–3-Year-Old Children\n 12.3.7 The Quality of Reading for Children with an Immigrant Background\n 12.4 Implications for Practice\n References\n 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\n 13.1 Introduction\n 13.2 Theoretical Frame\n 13.2.1 Socioeconomic Factors Affecting Educational Outcomes\n 13.2.2 Early Skills as Predictors for Educational Outcome\n 13.2.3 Parental Influence\n 13.3 Data\n 13.4 Methods\n 13.5 Results\n 13.6 Conclusions and Recommendations\n References\nPart III: Towards Finnish Pedagogy\n Chapter 14: Creating a Theoretical Framework for Playful Learning and Pedagogy – The Finnish Perspective\n 14.1 Introduction\n 14.2 The Foundations of the Finnish Play and Playful Learning\n 14.3 The Theoretical Foundations of Play in Finnish ECE\n 14.4 Data and Methods\n 14.5 Results – Framing Play and Playful Learning in Finnish ECE\n 14.6 Conclusions – Creating a Framework for Playful Learning and Pedagogy\n References\n Chapter 15: Practices of Planning as a Reflection of Teaching and Learning Concepts in ECEC: The Cases of Finland and Slovenia\n 15.1 Introduction\n 15.2 ECEC Legislation Framework for Pedagogical Planning in Finland and Slovenia\n 15.3 Teaching and Learning Concepts as a Reflection of ECEC Pedagogy\n 15.4 Pedagogical Planning in Participatory Pedagogy – the Planning Practice that We Strive for\n 15.5 Research Questions\n 15.6 Methodology\n 15.7 Results\n 15.7.1 Planning Pedagogical Process in ECEC in Finland and Slovenia\n 15.7.2 Recognised Teaching and Learning Concepts in Finland and Slovenia\n 15.8 Discussion\n 15.9 Conclusions and Recommendations\n References\n Chapter 16: Leadership in the Changing Context of Finnish Early Childhood Education\n 16.1 Introduction\n 16.2 Finnish ECEC Policy as a Context for Leadership\n 16.3 Different Views on Leadership\n 16.4 Contextually Defined Leadership\n 16.5 Framework for Leadership in ECEC\n 16.6 Implications\n 16.6.1 Contextually Derived Leadership\n 16.6.2 Paradigmatic Changes\n 16.6.3 Emphasis on Leading the Pedagogy\n 16.6.4 Coherent Administration and Steering of ECEC\n 16.6.5 More Focus on Research and Training\n References\n Chapter 17: A Quilt of Practices: Sustainability Education in Finnish Early Childhood and Care\n 17.1 Introduction\n 17.2 Theoretical Framework\n 17.2.1 Core Concepts\n 17.2.2 The Roots of Contemporary Sustainability Education within Finnish ECEC\n 17.2.3 Previous Research on Sustainability in Finnish ECEC\n 17.2.4 Orientations towards Sustainability Within ECEC\n 17.2.5 Contemporary Perspectives in Theory and Research\n 17.3 Methodological Framework\n 17.3.1 Ethical Aspects\n 17.4 Results\n 17.5 Implications and Recommendations for Policy and Praxis\n References\n Chapter 18: Elements of the Pedagogical Process in Finnish Early Childhood Education\n 18.1 Introduction\n 18.2 The Pedagogical Process in Education\n 18.3 Methods\n 18.3.1 Context of the Study\n 18.3.2 Analysis Methods\n 18.4 The Framework of the Finnish Pedagogical Process of ECE\n 18.4.1 ECE Staff\n 18.4.2 Driving Force and Purpose\n 18.4.3 The Starting Point\n 18.4.4 International Treaties and National Obligatory Documents\n 18.4.5 Ethical Principles\n 18.4.6 Cultural Perceptions\n 18.4.7 Scientific Approaches\n 18.4.8 Functional Part\n 18.4.9 The Operational Culture\n 18.4.10 Learning Environment\n 18.4.11 The Practices\n 18.4.12 Interaction and Co-operation\n 18.4.13 Documentation and Evaluation\n 18.4.14 Process Outcomes\n 18.5 Discussion\n 18.6 Recommendations\n References\n Chapter 19: Conclusion and Orientation to the Future\n 19.1 Introduction\n References