This book addresses aspects of research and practice concerning children under the age of 10 in Finland by exploring their growth and development, the organization of learning and teaching, practices of rearing children and child care. This book was originally published as a special issue of Early Child Development and Care.
This book addresses aspects of research and practice concerning children under the age of 10 in Finland by exploring their growth and development, the organization of learning and teaching, practices of rearing children and child care. This book was originally published as a special issue of Early Child Development and Care.
Kaarina Määttä, Ph.D., is Deputy Vice-Chancellor and Professor of Educational Psychology in the Faculty of Education at the University of Lapland, Finland. Her research interests include love, attachment, and social relationships during the life span of human beings; early education; guidance on and processes of doctoral theses; and positive psychology and human strengths. Previous publications include 'Expertise of early childhood educators' in International Education Studies, vol. 4 no. 3. Satu Uusiautti, Ed.D., is a Postdoctoral Researcher in the Faculty of Education at the University of Lapland, Finland. Her research interests include qualitative methods, positive psychology, and happiness, success, and well-being at various phases of life. Previous publications include 'The ability to love - a virtue-based approach' in British Journal of Educational Research, vol. 2 no. 1.
Inhaltsangabe
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
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
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