Full Description
What is childhood like in Finland? What kind of practical solutions have been created and evaluated that aim at both providing good childhood experiences and supporting children's positive development? What practices aim to prevent child exclusion from regular education and social experiences and to foster children's healthy development in emotional, social, and behavioural terms?
This book considers the reality of childhood in Finland. It discusses the realisation and evaluation of early childhood education and addresses aspects of research and practice concerning children under the age of 10. It examines the growth and development of young children, how learning and teaching are organised, practices of rearing children and the state of child care in Finland.
Contributors represent a variety of universities and sub disciplines in the science of education and focus on perspectives of children's well-being, special viewpoints of early childhood education, care, and research in Finland.
This book was originally published as a special issue of Early Child Development and Care.
Contents
1. How do the Finnish family policy and early education system support the well-being, happiness, and success of families and children? Part I: The realisation and evaluation of early childhood education in Finland 2. Evaluating the quality of the child care in Finland 3. Individual plans for children in transition to pre-school: a case study in one Finnish day-care centre 4. Sámi education in Finland Part II: Perspectives on children's well-being 5. Having, loving, and being: children's narrated well-being in Finnish day care centres 6. Cortisol levels and children's orientation in day care 7. Bullying in early educational settings 8. Young children's well-being in Finnish stepfamilies 9. Care of the other's selfhood: a view on child care and education through Heidegger's analytic of Dasein Part III: Special viewpoints on early childhood education, care, and research in Finland 10. Accelerating early language development with multi-sensory training 11. How were the pupils dressed in a country village in northern Finland in 1909-1939? 12. The child diary as a research tool 13. Experts or good educators - or both? The development of early childhood educators' expertise in Finland
