Innovative approaches to continuous professional development in early childhood education and care. A European perspective

Peleman, Brecht; Jensen, Bente; Peeters, Jan

doi:10.1111/ejed.12260

Cited by 6 publications

(4 citation statements)

References 13 publications

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“…ECEC plays a central role in fostering children's educational success, preventing early schoolleaving (drop-out) and tackling social inequalities, when access to high quality and inclusive services is provided to all children and their families. [11].…”

Section: Perspectives Of Early Childhood Education In Finland and Indiamentioning

confidence: 99%

“…Supportive work conditions are also needed, including professional leadership, which creates opportunities for observation, reflection, planning, teamwork and cooperation with parents. Well-educated and competent staff are are playing a key role to fulfill the holistic framework, that values and connects the concepts of care and education in providing ECEC [11], [10]. Educated staff are more likely to provide high-quality pedagogy and stimulating learning environments, which foster child's development [11].…”

Section: Perspectives Of Early Childhood Education In Finland and Indiamentioning

confidence: 99%

“…Well-educated and competent staff are are playing a key role to fulfill the holistic framework, that values and connects the concepts of care and education in providing ECEC [11], [10]. Educated staff are more likely to provide high-quality pedagogy and stimulating learning environments, which foster child's development [11]. European Quality Framework is in line with the official requirements for competent staff in Finnish ECEC.…”

Section: Perspectives Of Early Childhood Education In Finland and Indiamentioning

confidence: 99%

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Perspectives of Early Childhood Education in India and Finland

Adaikalam¹,

Juvonen²,

Marjanen³

2018

INTED Proceedings

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Phone +358 (0)9 8868 7150 Fax +358 (0)9 8868 AbstractThe article introduces experiments based on the project called Finnish and Indian Wellbeing through Education (FINDIgATE 2016(FINDIgATE -2017 and aims to view how educational systems work in India and Finland. The aim of this article is to reflect and compare Indian and Finnish early childhood education system. One important approach in Finnish ECEC is child-centred approach, which takes into account the well-being of the child, and we argue that child-centred approach is needed in India as well. In this article, child-centred approach is defined as a pedagogic choice and delimitation, which emphasizes children's ideas and children's enthusiasm, learning and perception, and supporting all of it with the right methods and choices. Child-centred approach strongly believes in the child's abilities and potential. This approach is included as a key element in child's voluntary and planning activities, which regulates goals, content as well as self-realization [1]. Respect and equality of the child's individuality is the premise of the child-centred thinking. Every child is accepted as they are and every child is as valuable and important as the other one.[2].Early childhood education in India is a complex one whereas in Finland it is considered as a basis for public services, which is organized with a national core curriculum. The aim of the Finnish early childhood education is to promote child's holistic growth, development and learning. Local curriculum is based on the national core curriculum, which provides a common base as references to the legislations for governing early childhood education and care as well as instructions for preparing and developing local curricula. In India, it is determined by socio-economic factors, regions and size of population since Early Childhood Education and Care (ECEC) as officially termed, is unregulated.Finnish educational success story and its positive impact on a child´s well-being provides possibility to implement the Finnish educational model. Still when compared to India, which boasts of a huge population, its regional differences and the sheer quantity of children in the school-going age, would it be possible to compare and understand the differences between India and Finland? Could Finland success in educating children and taking care of education system of early childhood as a model to adopt? Can a child be seen as a holistic human being, whose well-being and development are taken into account? These are some of the questions addressed in this article. Though challenging, it discusses how a Child-centred approach is both beneficial and rewarding.

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Section: Perspectives Of Early Childhood Education In Finland and Indiamentioning

confidence: 99%

Section: Perspectives Of Early Childhood Education In Finland and Indiamentioning

confidence: 99%

Section: Perspectives Of Early Childhood Education In Finland and Indiamentioning

confidence: 99%

See 1 more Smart Citation

Perspectives of Early Childhood Education in India and Finland

Adaikalam¹,

Juvonen²,

Marjanen³

2018

INTED Proceedings

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“…Pons et al conclude that it is possible to support children's socio-emotional learning by implementing 'easy-to-use' intervention programmes in short time, without rethinking existing ECEC curriculums. In contrast to this, recent research on continuous professional development suggests that it is necessary to invest in qualification and supervision of teachers and teams, to enable them to develop a deeper understanding of children's development and a dialogic approach to children's learning (Peleman, Jensen, and Peeters 2018). A crucial aspect might be the need to deal with individual differences, where standardised programmes come to their limit.…”

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confidence: 99%

Editorial

Rohrmann

2019

European Early Childhood Education Research Journal

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They constantly search and sometimes they find what they are looking for': This quotation from a participant in Banu Uslu's study on practitioners' perception of academicians may serve as an introduction to this issue of EECER journal. It comprises a broad range of topics, theoretical orientations, cultural perspectives and research methodologies, demonstrating the diversity of current research in the field of international early childhood education and care. The employed research methods include very different approaches, ranging from ethnographic field studies to quantitative testing of results of defined programmes. The contributions take up perspectives of children, practitioners, principals, parents, and of course those of the authors, who position themselves not only as researchers but as well as advocates of high-quality ECEC provision. The issue opens up with two contributions on science and mathematics as learning fields in ECEC. The relevance of these fields for early learning is widely acknowledged today (Fleer and Pramling 2015; Thiel and Perry 2018). The need for qualified workers and not at least debates on the low proportion of women in the STEM (science, technology, engineering, and mathematics) fields have resulted in programmes for STEM activities already in kindergarten and preschool. However, the predominantly female teachers still rarely offer science activities in preschool (Sundberg et al. 2018), and stereotypes like 'Science is not for girls!' or 'Boys are better in math!' prevail, despite international studies showing that in early age, gender differences in these fields are inconsistent and relatively small. Against this backdrop, programmes intended to support professional development of ECEC teachers, encouraging them to provide science activities more frequently. Julia Barenthien, Elisa Oppermann, Mirjam Steffensky and Yvonne Anders report from an evaluation study of such courses in Germany. Not surprisingly, involvement of preschool teachers in science activities for preschool children was related to their amount of professional development in this field. However, the authors also highlight the role of professional exchange within teams for the frequency of science activities, which seems to activate even team members who had not participated in specific programmes. Tone Salomonsen and Elin Reikerås examined gender differences in the early mathematical skills of children at risk of developing mathematical difficulties. Although no gender differences were found in the total scores, a detailed analysis showed that two-thirds of the low-performing toddlers were boyscontrary to stereotypes of 'natural' better abilities of boys and men in mathematics. This clarifies that a detailed analysis of gender differences, with regard to age and specific contexts, is necessary to avoid gender stereotypes. Based on their results, the authors argue for the use of assessment tools for difficulties in mathematical development already in toddler age. The following three contributions deal with important...

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Facilitating Cultures of Reflection Through Professional Development for Sustainable Advancement in ECEC: Insights from a Series of Initiatives in Denmark

Jensen,

Walker

2023

International Perspectives on Early Childhood Education and Development

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Innovative approaches to continuous professional development in early childhood education and care. A European perspective

Cited by 6 publications

References 13 publications

Perspectives of Early Childhood Education in India and Finland

Perspectives of Early Childhood Education in India and Finland

Editorial

Facilitating Cultures of Reflection Through Professional Development for Sustainable Advancement in ECEC: Insights from a Series of Initiatives in Denmark

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