PhD Ulla Härkönen
Lecturer in Early Childhood Education
University of Joensuu
Savonlinna Department of Teacher Education
ulla.harkonen@joensuu.fi
http://sokl.joensuu.fi/harkonen
2003
Still open pedagogical issues in early childhood
education and preschool:
* lack of care
* applicability of teaching to preschool
* relations between education, teaching and care
* goals, contents and methods of the pedagogical process
* versatile methods
* versatile system
Didactics means theoretizing of
teaching, but how is the process of
care, education and teaching
understood?
Constructivism is a theory of learning,
but how are care, education and teaching
verified?
Bronfenbrenner’s ecological theory is a developmental
theory, but what is the process that the person and the environment
must initiate? Where are care, education and teaching?
Vygotsky’s socio-cultural theory is
a developmental theory, but how are
the future-changing goals? Where are
care, education and teaching?
Theories of development, learning and teaching as construction blocks
for the lacking educational theory.
In Finland:
* school begins at the age of seven
* early childhood education means all education under 7
* preschool means education of six-year-olds
* sustainable education means education for sustainable
development (Åhlberg 2003)
* sustainable education is a part of ECE and preschool
* care, education and teaching
Still open pedagogical issues in early childhood
education and preschool:
* lack of care
* applicability of teaching to preschool
* relations between education, teaching and care
* goals, contents and methods of the pedagogical process
* versatile methods
* versatile system
Didactics means theoretizing of
teaching, but how is the process of
care, education and teaching
understood?
Constructivism is a theory of learning,
but how are care, education and teaching
verified?
Bronfenbrenner’s ecological theory is a developmental
theory, but what is the process that the person and the environment
must initiate? Where are care, education and teaching?
Vygotsky’s socio-cultural theory is
a developmental theory, but how are
the future-changing goals? Where are
care, education and teaching?
Theories of development, learning and teaching as construction blocks
for the lacking educational theory.
U. Bronfenbrenner’s paradigm
• Lewin: B= (PE)
(Behaviour is a joint function of person and
environment)
• Bronfenbrenner: D=f (PE)
(Development is a joint function of person
and environment)
• D t = f (t-p) (PE) (t-p)
’t’ is a certain time; ’t-p’ is a time period
Bronfenbrenner asks:
The answer that is the most
difficult to reach is concealed in
the letter ’f’. He asks:
What is the process that is to be
created by the person and the
context?
Still open pedagogical issues in early childhood
education and preschool:
* lack of care
* applicability of teaching to preschool
* relations between education, teaching and care
* goals, contents and methods of the pedagogical process
* versatile methods
* versatile system
Didactics means theoretizing of
teaching, but how is the process of
care, education and teaching
understood?
Constructivism is a theory of learning,
but how are care, education and teaching
verified?
Bronfenbrenner’s ecological theory is a developmental
theory, but what is the process that the person and the environment
must initiate? Where are care, education and teaching?
Vygotsky’s socio-cultural theory is
a developmental theory, but how are
the future-changing goals? Where are
care, education and teaching?
Theories of development, learning and teaching as construction blocks
for the lacking educational theory.
L. Vygotsky´s Theory
”The central issue in Vygotsky’s theoretical
thinking is in the Development of
qualitatively novel (’higher’) psychological
functions in the history of cultures and
ontogeny of children in the process of
organisms’(i.e. culture, or child) goaldirected acting upon their environments”
(Valsiner, 1987: 64).
Vygotsky underlines
• the social roots of development:
1) cultural-historical factors
2) interaction of individuals
• social situations of development
• environment´s qualitative changes lead to
psychic changes (Vygotsky, 1978: 52-57)
Vygotsky´s Socio-Cultural
Theory
* language has a most significant meaning
for the development of mental activities
* learning influences in development
* the zone of proximal development (ZPD)
* interaction, internalisation, genetic law of
cultural development: two plans (social and
psychological)
Still open pedagogical issues in early childhood
education and preschool:
* lack of care
* applicability of teaching to preschool
* relations between education, teaching and care
* goals, contents and methods of the pedagogical process
* versatile methods
* versatile system
Didactics means theoretizing of
teaching, but how is the process of
care, education and teaching
understood?
Constructivism is a theory of learning,
but how are care, education and teaching
verified?
Bronfenbrenner’s ecological theory is a developmental
theory, but what is the process that the person and the environment
must initiate? Where are care, education and teaching?
Vygotsky’s socio-cultural theory is
a developmental theory, but how are
the future-changing goals? Where are
care, education and teaching?
Theories of development, learning and teaching as construction blocks
for the lacking educational theory.
Didactics
• is a discipline, the study of teaching
• school pedagogy: between school and
society
• teaching is a process of planning, action and
evaluation; values, goals, contents and
methods
• Kansanen (1991): ”pedagogical thinking is
a basic skill behind a teaching of teachers”
Theories of Learning
• constructivist theory; knowledge is
seen neither absolute nor objective
• changing nature of knowledge
• children learn in activity, in
relation to other persons and
environment
Still open pedagogical issues in early childhood
education and preschool:
* lack of care
* applicability of teaching to preschool
* relations between education, teaching and care
* goals, contents and methods of the pedagogical process
* versatile methods
* versatile system
Didactics means theoretizing of
teaching, but how is the process of
care, education and teaching
understood?
Constructivism is a theory of learning,
but how are care, education and teaching
verified?
Bronfenbrenner’s ecological theory is a developmental
theory, but what is the process that the person and the environment
must initiate? Where are care, education and teaching?
Vygotsky’s socio-cultural theory is
a developmental theory, but how are
the future-changing goals? Where are
care, education and teaching?
Theories of development, learning and teaching as construction blocks
for the lacking educational theory.
Philosopher-pedagogues
•
•
•
•
•
•
Friedrich Fröbel
A.S. Neill
Johann Pestalozzi
John Dewey
Rudolf Steiner
Maria Montessori
• Helen Parkhurst
• Célestin Freinet
• Vasili
Suhomlinski
• Loris Malaguzzi
• period:1746-1994
Categories of history’s
philosopher-pedagogues’texts
• world outlook
• concept of man
• concept of society
• concept of knowledge generation
• concept of education
• main method of education
• practical pedagogical process
Sub-categories of philosopherpedagogues’ thinking
Friedrich Fröbel and A.S. Neill:
• principles of work education (WE)
• goals of WE
• work education forms of activity
• work education realisation principles
• other categories
Philosopherpedagogues’conceptions:
•assesments, scientific information,
commonplace wisdom, beliefs, other factors
•subjective, but they take shape in a sociocultural context
•concepts relate to both philosophical
principles and elements of educational
practice
The systems character in
educational thinking
1) educational philosophy forms internally a
logical entity
2) educational philosophy’s (wider) component
influences the (wider) component of educational
practice
3) each component of philosophy influences others
4) each component of educational practice influences
others
5) all components of the entity influence all others
...The systems character in
educational thinking
6) component-influence has a certain direction
7) the direction of influence reveals a certain
hierarchy of the components
8) as a rule, a more general category influences a
more particular one, a wider one -a more concrete
one, etc.
...The systems character in
educational thinking
9) the system entity holds inside it one philosophy
and a number of different ”theories” of educational
practice
10) by the means of philosophy and ”theories” it is
possible to conduct an analysis of Fröbel´s and
Neill´s entire educational thinking and discover
again through its contents its systems character
and possible internal contradictions in their
thinking
w o rld o u tlo o k s
views on humans
views on children
social view s
v ie w s o n k n o w le d g e
v ie w s o n e d u c a tio n
v iew s o n g o als
views on basic
activities
nursing
hygiene
medicine
nutrition
domestic science
views on substance
content
v iew s o n m eth o d s
v iew s o n p lay views on work view s on teaching view s on celebrations view s on outings
p la y p e d a g o g y
w o rk p ed ag o g y
d id a c tic s
en tertain m en t
arts
e d u c a tio n a l sc ie n c e a n d
d e v e lo p m e n ta l p sy c h o lo g y, p sy c h o lo g y, p h ilo so p h y
views on plans of activities,
education and teaching
v ie w s o n th e p e d a g o g ic a l p r o c e s s
General systems model of educational thinking
tourism
social sciences
natural sciences
internationalism
The text analysis
has been made from Finnish
textbooks of early childhood
education and preschool
published during 30 last years.
Study of the books
•the definitions of ’Early childhood
education’ and ’Preschool’ have focused
•the concepts ’Early childhood
education’ and ’Preschool’ have been
analyzed
•the concepts ’Early childhood
education’ and ’Preschool’ have been
modelled
Notice: The numbers of next figures follow the numbers of the same figures
in the study thesis in question. All the figures of the study are not here in
this presentation. On the contrary figures from 25-29 are the new
applications published here for the first time.
ECE as practice
* care
* education
* teaching
* they are entagled together
* interaction
Figure 1t. The one dimension practice model of the concept of early childhood
education.
Explanation: ECE=early childhood education
Preschool as a part of ECE practice
* care
* education
* teaching
* they are entagled together
* interaction
Figure 2t. The one dimension practice model of the concept of preschool.
Explanation: ECE=early childhood education
ECE as a science
theory
research
ECE as practice
care
education
teaching
Figure 3t. The two dimension science model of the concept of early childhood education.
Explanation: ECE=early childhood education
Preschool as a part of the ECE science


•theory
•research
Preschool as a part of ECE practice

•care

 •education
•teaching
Figure 4t. The two dimension science model of the concept of preschool.
Explanation: ECE=early childhood education
ECE as a research area
ECE as a subject
ECE as practice
care
education
teaching
Figure 11t. The traditional three dimension model of the concept of early
childhood education.
Explanation: ECE=early childhood education
Preschool as a part of ECE research area
Preschool as a part of ECE subject
Preschool as a part of ECE practice

•care
 education
•education

•teaching
Figure 12t. The traditional three dimension model of the concept of preschool.
Explanation: ECE=early childhood education
Science-based ECE
research
ECE as a subject and
as an area of teaching
ECE as practice
care
education
learning
Figure 13t. The modern three dimension model of the concept of early childhood
education.
Explanation: ECE = early childhood education
Science-based preschool as a part of a
science-based ECE
•research
Preschool as a subject and
as an area of teaching, as a part of an ECE
subject and a teaching area
Preschool as a part of ECE practice
 •care
•education
•learning
Figure 14t. The modern three dimension model of the concept of preschool.
Explanation: ECE=early childhood education
Academic ECE
 field of science
 field of research
ECE as a subject
ECE as practice
care
development, growing
learning
teaching
education
Figure 15t. The academic three dimension model of the concept of early childhood
education. Explanation: ECE=early childhood education
Academic preschool as a part of academic ECE
•as a part of a field of an academic ECE
science
•as a part of a field of an academic ECE
research
Preschool as a part of an ECE subject
Preschool as a part of ECE practice
•care
•development, growing
education
•learning
teaching
Figure 16t. The newest three dimension model of the concept of preschool.
Explanation: ECE=early childhood education
Preschool- and elementary teaching as part of educational science
* preschool- and elementary didactics as a part of general didactics
* as a part of educational science
* applying
* teaching is an object of research
Preschool and elementary teaching in teacher education
general didactics
subject didactics
age didactics
developmental psychological content
Preschool as didactic practice
* care
* education
* teaching, studying
learning
Figure 17t. The three dimension didactic model of the concept of preschool.
Explanation: ECE = early childhood education
ECE science or scientific ECE
•** pedagogical research and theory creation for the
early
* ECE science is a special field of its own among the
educational sciences
* research
* theory
* the object of research is being
ECE
* education
* educational practice
Figure 18t. The two dimension renewable model of the concept of early childhood
education.
Explanation: ECE=early childhood education
Preschool is based on ECE
*scientific knowledge
* there is theoretical base
Preschool is everything of ECE
* preschool is built inside ECE
* preschool is ECE pedagogy
* preschool
* teaching
* supporting
* guidance
* caring
* daily activities
* finding
* growing up
* learning
* collaborative working processes
Figure 19t. The two dimension renewable model of the concepr of preschool.
Explanation: ECE=early childhood education
Science-based Preschool
* developmental psychology
* psychology
* didactics  ”developing didactics”
* “developing pedagogics”
Teacher students study preschool in teacher education
* “more scientific” view of development
* “practical theories” about development
Preschool teaching
*Hakkarainen: ”developing didactics” : narrative logics in action:
stories, picture and motor expression, projects, play is very important
*the role of teacher is to be a builder of play landscapes, guidance
*the fifth dimension operating environment
*Pramling: ”in developing pedagogics” the adult follow child’s thinking
and that what is happening, no exact methods, only didaktic principles
Figure 20t. The three dimension developing model of the concept of preschool.
Three dimensions in the
definitions
• the definitions of ECE and preschool
have meant
1) practice
2) science
3) subject
(sometimes administration)
• preschool has always been a part of ECE
SCIENCE
- scientific approach
- multi-disciplinary basis
- pedagogy, developmental psychology,
special pedagogy
- research
- application of research results
PRACTICE
- preschool arrangement
- pedagogical practice
of preschool
Preschool in the frame of
reference of early childhood
education
SUBJECT
- preschool subjects
(fields of knowledge,
content areas)
mathematics
reading
writing
- teaching methods
- curricula
EARLY CHILDHOOD EDUCATION
AND PRESCHOOL THINKING
- interpretations and meanings
- conceptions
- beliefs, opinions
- educational thinking
PRINCIPLES OF
FINNISH PRESCHOOL
- comprehensiveness
- versatility
- entity
- continuity
- flexibility
- lifelong learning
- MANYSIDEDNESS
BASIS
child, children
family, home
society
culture
Figure 21. Preschool in the framework of early childhood education.
ECE as a science
1
3
2
ECE as practice:
care, education
and teaching
2
4
1
3
3
2
3
1 ECE as a subject
2
1
ECE thinking
Scientific
research
Life
Figure 22. Systems theory four dimension model of the concept of early childhood education.
Explanation: ECE=early childhood education
Preschool as a part of
ECE field of science
1
2
Preschool as practice:
care, education
1
and teaching
3
2
4
3
3
2
3
1
Preschool
as a subject
2
1
Preschool
thinking
S cien tific
research
Life
Figure 23. Systems theory four dimension model of the concept of preschool.
Explanation: ECE=early childhood education
Preschool as a part of
ECE field of science
1
2
Preschool as practice:
care, education
1
and teaching
3
2
4
Preschool
curriculum
3
2
3
3
1
Preschool
as a subject
2
1
Preschool
thinking
S cien tific
research
Life
Figure 24. The preschool curriculum in relation to the systems theory four dimension
model of the concept of preschool.
Explanation: ECE=early childhood education
ECE as a science
1
3
2
ECE as practice:
care, education
and teaching
2
4
1
3
3
ECE
curriculum
2
3
1 ECE as a subject
2
1
ECE thinking
Scientific
research
Life
Figure 25. The ECE curriculum in relation to the systems theory four dimension model of
the concept of early childhood education. Explanation: ECE=early childhood education
ECE as a science
1
3
2
ECE as practice:
care, education
and teaching
1
2
4
ECE
administration
3
2
3
3
1 ECE as a subject
2
1
ECE thinking
Scientific
research
Life
Figure 26. ECE administration in relation to the systems theory four dimension model of
the concept of early childhood education.
Explanation: ECE= early childhood education
Preschool as a part of
ECE science
1
3
2
Preschool as practice:
1
care, education
and teaching
2
4
Preschool
administration
3
2
3
3
1
Preschool
as a subject
2
1
Preschool
thinking
S cientific
research
Life
Figure 27. Preschool administration in relation to the systems theory four dimension
model of the concept of preschool.
Explanation: ECE=early childhood education
ECE curriculum
1
3
2
ECE as practice:
care, education
and teaching
1
2
4
3 ECE as a field 3
of science
2
3
1
ECE as a subject
2
1
ECE thinking
Scientific
research
Life
Figure 28. The concept of early childhood education in relation to the early childhood
education as a field of science.
Explanation: ECE=early childhood education
ECE as a field
of science
1
3
2
ECE curriculum
1
2
ECE as4practice:
3
3
care, education
and teaching
2
3
1
ECE as a subject
2
1
ECE thinking
Scientific
research
Life
Figure 29. The concept of ECE in relation to ECE practice.
Explanation: ECE=early childhood education
Usefulness of the Systems
Definition for ECE and SE
• this kind of theory is an educational theory for
educational phenomenon
• it is a systems theory for systems phenomenon
• it gives many components of whole concepts
• it gives also the sub-components, such as
practice: care, education, teaching
The Usefulness of the Systems
Definition of ECE for SE
• SE can be placed in the centre of the systems
model and it must be discussed:
• what is the function of SE in ECE and
preschool paractice?
• what is SE as science, related to ECE
science?
• what is SE in ECE and preschool subject in
teacher education?
•what does SE mean as the contents of thinking in
the sphere each separate dimension?
•it is possible to plan how scientific reasearch can
be focused on any of specific model-based
combinations according to the needs emerging
from the issues of SE
•life context: historical, social, community and
personal dimensions
•goals have to be created for SE, we ought to know
what is worth of aspire for
The result which has been created and
which has to be further developed:
http://sokl.joensuu.fi/harkonen