PhD Ulla Härkönen Lecturer in Early Childhood Education University of Joensuu Savonlinna Department of Teacher Education

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

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?

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) goal- directed 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)

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

Philosopher-pedagogues Friedrich Fröbel A.S. Neill Johann Pestalozzi John Dewey Rudolf Steiner Maria Montessori Helen Parkhurst Célestin Freinet Vasili Suhomlinski Loris Malaguzzi period :

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 philosopher- pedagogues’ 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

Philosopher- pedagogues’conceptions: assesments, scientific information, commonplace wisdom, beliefs, other factors subjective, but they take shape in a socio- cultural 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

The text analysis has been made from Finnish textbooks of early childhood education and preschool published during 30 last years.

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 are the new applications published here for the first time. Study of the books

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

Figure 2t. The one dimension practice model of the concept of preschool. Explanation: ECE=early childhood education Preschool as a part of ECE practice * care * education * teaching * they are entagled together * interaction

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

Figure 4t. The two dimension science model of the concept of preschool. 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

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

Figure 12t. The traditional three dimension model of the concept of preschool. Explanation: ECE=early childhood education 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 teaching

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

Figure 14t. The modern three dimension model of the concept of preschool. 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

Academic ECE  field of science  field of research ECE as a subject ECE as practice  care  development, growing education  learning teaching Figure 15t. The academic three dimension model of the concept of early childhood education. Explanation: ECE=early childhood education

Figure 16t. The newest three dimension model of the concept of preschool. 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

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

Figure 19t. The two dimension renewable model of the concepr of preschool. 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

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

Figure 21. Preschool in the framework of early childhood education.

Figure 22. Systems theory four dimension model of the concept of early childhood education. Explanation: ECE=early childhood education

Figure 23. Systems theory four dimension model of the concept of preschool. Explanation: ECE=early childhood education

Figure 24. The preschool curriculum in relation to the systems theory four dimension model of the concept of preschool. Explanation: ECE=early childhood education

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

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

Figure 27. Preschool administration in relation to the systems theory four dimension model of the concept of preschool. Explanation: ECE=early childhood education

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

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: