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dc.contributor.authorRutar, Sonja
dc.contributor.authorUkkonen-Mikkola, Tuulikki
dc.contributor.authorŠtemberger, Tina
dc.contributor.authorČotar Konrad, Sonja
dc.contributor.editorHarju-Luukkainen, Heidi
dc.contributor.editorKangas, Jonna
dc.contributor.editorGarvis, Susanne
dc.date.accessioned2022-11-02T06:20:23Z
dc.date.available2022-11-02T06:20:23Z
dc.date.issued2022
dc.identifier.citationRutar, S., Ukkonen-Mikkola, T., Štemberger, T., & Čotar Konrad, S. (2022). Practices of Planning as a Reflection of Teaching and Learning Concepts in ECEC : The Cases of Finland and Slovenia. In H. Harju-Luukkainen, J. Kangas, & S. Garvis (Eds.), <i>Finnish Early Childhood Education and Care : A Multi-theoretical perspective on research and practice</i> (pp. 209-225). Springer. Early Childhood Research and Education : An Inter-theoretical Focus. <a href="https://doi.org/10.1007/978-3-030-95512-0_15" target="_blank">https://doi.org/10.1007/978-3-030-95512-0_15</a>
dc.identifier.otherCONVID_147067658
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/83759
dc.description.abstractThe 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.en
dc.format.extent280
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSpringer
dc.relation.ispartofFinnish Early Childhood Education and Care : A Multi-theoretical perspective on research and practice
dc.relation.ispartofseriesEarly Childhood Research and Education : An Inter-theoretical Focus
dc.rightsIn Copyright
dc.subject.otherSuomi
dc.subject.otherSlovenia
dc.titlePractices of Planning as a Reflection of Teaching and Learning Concepts in ECEC : The Cases of Finland and Slovenia
dc.typebookPart
dc.identifier.urnURN:NBN:fi:jyu-202211025064
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.type.urihttp://purl.org/eprint/type/BookItem
dc.relation.isbn978-3-030-95511-3
dc.type.coarhttp://purl.org/coar/resource_type/c_3248
dc.description.reviewstatuspeerReviewed
dc.format.pagerange209-225
dc.relation.issn2946-6091
dc.type.versionacceptedVersion
dc.rights.copyright© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
dc.rights.accesslevelopenAccessfi
dc.subject.ysopedagoginen suunnittelu
dc.subject.ysovarhaiskasvatus
dc.subject.ysovarhaiskasvatuksen opettajat
dc.subject.ysopedagogiikka
dc.subject.ysooppimiskäsitykset
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p23087
jyx.subject.urihttp://www.yso.fi/onto/yso/p1650
jyx.subject.urihttp://www.yso.fi/onto/yso/p4918
jyx.subject.urihttp://www.yso.fi/onto/yso/p1584
jyx.subject.urihttp://www.yso.fi/onto/yso/p6332
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.rights.accessrights
dc.relation.doi10.1007/978-3-030-95512-0_15
dc.type.okmA3


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