Elements of the Pedagogical Process in Finnish Early Childhood Education

Abstract

This chapter introduces the Finnish Pedagogical Process as a central element of the educational system of early childhood education (ECE). A conceptual definition and shared understanding and interpretation of the educational process are essential for the high-quality pedagogical practices of ECE. We aim to create a conceptional framework of the Pedagogical Process through a theoretical analysis of the different aspects of the process. Through this framework, we provide and promote the evaluation and development debate of current pedagogical practices. This framework will provide the tools to identify, structure, phase, and clarify the Process as a management system that includes planning, implementation, and evaluation practices and policies. The Pedagogical Process of ECE is considered through the broader sense of a process approach, incorporating both actional and structural concepts as well as the actions, deeds, actors, understanding, and sequential chain of events. The Pedagogical Process of ECE described in this chapter is built around its central elements: the first central element as the aim of the Pedagogical Process is children’s development, learning, and wellbeing. The second central element influencing each premise and the aim is the staff. The four premises are modeled as the sub-entities around the central element and structurally influencing it and each other. The elements of the Finnish Pedagogical Process are: (1) Driving force and purpose, (2) Starting point, (3) Functional part, (4) Process outcomes. The multidimensional Pedagogical Process is not only about pedagogy but also related to an understanding of political, scientific, and professional operational practices and national policies surrounding the pedagogy.