Finnish Early Childhood Education and Care

Heidi Harju-Luukkainen Heidi Harju-Luukkainen is a professor and vice director at the University of Jyväskylä, Kokkola University Consortium Cyhdenius and a professor at Nord university, Norway. She holds a Ph.D. in education, special education teacher qualification and a qualification in leadership and management from Finland. She has published more than 200 international books, journal articles and reports. Harju-Luukkainen has worked at top ranked universities in the USA like UCLA, USC as well as in many Nordic research universities. She has developed education programs for universities, been a PI of PISA sub-assessments in Finland and functioned as board professional. Her research areas are early childhood education, justice in education and international student assessment. Jonna Kangas is an Adjunct Professor and PhD of Education. She has position of University Lecturer and joint research member in Playful Learning Center, Faculty of Education Science, University of Helsinki. Her research focus is on play-based pedagogy. She seeks to understand children’s learning processes through joy and participation, and she uses her findings for designing innovative teacher training and mentoring programmes in Finland and developing countries. She is a director of blended teacher training program in University of Helsinki.Susanne Garvis is a professor of Education and the Chair of the Department of Education at Swinburne University of Technology, Melbourne. She has worked in Sweden as well as Australia within early childhood education. Her research in early childhood policy and quality is world leading and informed numerous policy initiatives and professional learning practices with early childhood teachers and young children.

• Chapter 1 Introduction to early childhood education system’s policies and practices in Finland.- Part I Multi-theoretical teacher training and professional approach.- Chapter 2 A Contemporary Dialogue of Finnish Early Childhood Education and Care - Pedagogical leadership in early childhood education teachers’ work.- Chapter 3 Critical compassion in Finnish early childhood educators’ responses to challenges of acting compassionately.- Chapter 4. Widening text worlds in Finnish early childhood education.-  Chapter 5 Developing Praxeological Understanding in Teacher Education: A Case of Worldview Education in Finnish ECEC.- Chapter 6 Media education in Finnish early childhood teacher education—A curricular analysis.- 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.- Part II Children and families in ECEC.- Chapter 8 Teachers’ understanding of children’s right to participation in Finnish Early Childhood Education and Care.- Chapter 9  Promoting participatory learning and creative thinking in Finnish ECE – A review of five arts pedagogical case studies.- Chapter 10 North Sámi Language Nests in Northern Finland: A Case Study of Sámi Early Childhood Education and Care.- Chapter 11 My Story, Your Story, Our Story: Reciprocal Listening and Participation through Storycrafting in Early Childhood Education and Care.- Chapter 12 Observed Reading Sessions between 08:00-16:00 hours in Finnish Early childhood Education.- 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.- Part III Towards Finnish Pedagogy.- Chapter 14 Creating a Theoretical Framework for Playful Learning and Pedagogy - The Finnish Perspective.- Chapter 15 Practices of planning as a reflection of teaching and learning concepts in ECEC: The cases ofFinland and Slovenia.- Chapter 16 Leadership in the changing context of Finnish early childhood education.- Chapter 17 A Quilt of Practices: Sustainability Education in Finnish Early Childhood and Care.- Chapter 18 Elements of the Pedagogical Process in Finnish Early Childhood Education.- Chapter 19 Conclusion and orientation to the future.