Practices of Planning as a Reflection of Teaching and Learning Concepts in ECEC : The Cases of Finland and Slovenia

Abstract

The aim of this study was to identify pedagogical planning practices and thus recognise the prevailing teaching and learning concepts in ECEC in Finland and Slovenia. Pedagogical planning is one of the key elements of quality for ECEC in both countries. The study followed a qualitative paradigm. Data were collected by carrying out semi-structured thematic interviews with ECEC teachers in Finland and Slovenia and analysed using content analysis. Regarding the planning practices, the results show that ECEC teachers (i) mostly plan in teams or tandems and (ii) consider the curriculum, that is, the ECEC national document, as well as the children’s voices, in planning. Through an analysis of pedagogical planning practice, three learning and teaching concepts were recognised (i) transmissive pedagogy; (ii) constructivist-developmentalism, with a transmissive notion of the aim of education; and (iii) participatory pedagogy.