Glossary termsBildung/Didaktik: Bildung is sometimes defined, very adequately, as a general theory of becoming human. In the Finnish context, Bildung, sivistys, stands for education emphasizing one's development to autonomy, and accordingly, one's ability to make ethical decisions when participating to the advancement of the culture and society. Didaktik stands for a curriculum tradition drawing on Bildung (=Bildung/Didaktik), and still having an impact on education in Finland. Didaktik has traditionally stressed the importance of classroom curriculum, and the autonomous role of the teacher. It is the task of the teacher to interpret, not just to implement curriculum.Curriculum: Curriculum is a widespread curriculum tradition having its roots in the nineteenth century America. Since then, it has had a bureaucratic-administrative character prioritizing functionality, efficiency, predictability, and accountability. Tyler's (1949) Basic principles of Curriculum and Instruction addressing rational curriculum planning is mentioned as the icon of the field. The concept is often used as an antithesis to the subjectbased approach of teaching when highlighting the child-centered curriculum and the comprehensive objectives of education. The instrumentalization of education, utility as a criteria for curriculum knowledge, is built in the Curriculum. It is the task of the teacher to implement the curriculum.
The objectives of education according to Basic Education Act:1.The purpose of education referred to in this Act is to support pupils' growth into humanity and into ethically responsible membership of society and to provide them with knowledge and skills needed in life. Furthermore, the aim of pre-primary education, as part of early childhood education, is to improve children's capacity for learning. This is the accepted manuscript of the article, which has been published in Bloomsbury Education and Childhood Studies, 2020 (http://www.bloomsbury.com)