Care, Upbringing and Teaching in ‘Horizontal’ Transitions in Toddler Day-Care Groups
Rutanen, N., & Hännikäinen, M. (2017). Care, Upbringing and Teaching in ‘Horizontal’ Transitions in Toddler Day-Care Groups. In E. J. White, & C. Dalli (Eds.), Under-three Year Olds in Policy and Practice (pp. 57-72). Springer. doi:10.1007/978-981-10-2275-3_4
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Policy and Pedagogy with Under-three Year Olds: Cross-disciplinary Insights and InnovationsDate
2017Discipline
VarhaiskasvatusCopyright
© Springer Science+Business Media Singapore 2017.
This chapter focuses on the fundamental notion of early childhood education as
an integrated whole, composed of care, upbringing and teaching, in the context of
Finnish early childhood education. These three concepts - care, upbringing and
teaching - are addressed firstly, on the conceptual level, and then empirically by
illustrative examples from day-care groups for one-to-three-year-old children.
Our main question focuses on how care, upbringing and teaching are implemented
in small-scale ‘horizontal’ transitions children experience between events
or activities during the day as part of the experience of day-care, and how these
events might be evaluated from a pedagogical perspective. Empirical data of horizontal
transitions were collected by observations and video recordings in three daycare
groups. The illustrative examples selected and discussed are linked to everyday
life transitions occurring in day-care centres.
Our analysis shows how horizontal transitions provide many opportunities to
bring care, upbringing and teaching together into an integrated whole. These events
are also important contexts for young children’s learning. The chapter gives examples
of good educational practices for supporting children’s learning, development
and well-being in day-care groups. Further, by raising awareness of less-known issues
in early childhood education, it could offer pointers for teacher education and
teachers’ professional development.
...


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