Abstract
This research is an integrative literature review regarding the variety of university-based early childhood education and care (ECEC) centre models. This research focuses on those models that collaborate closely with early childhood (EC) teacher education programmes. The data were gathered from three different databases: ERIC (Ebscohost), Education Research Complete (Ebscohost) and ProQuest Central by using six different search terms. A total of 2766 publications were found. Based on the inclusion criteria, 40 publications were included in a data analysis. These publications consisted of descriptions of 53 different models regarding the collaboration between ECEC centres and universities. Two out of three models (n = 34) were university-based ECEC centres that collaborated closely with EC teacher education programmes by implementing various collaborations in education and research in their daily work. Outreach efforts were also implemented. This research invites EC teacher education programmes and ECEC centres for international collaboration and further research on this topic.
Highlights
A variety of philosophical learning theories are usually incorporated in early childhood (EC) teacher education
The purpose of this research was to find different kinds of university early childhood education and care (ECEC) centre models for the future reflection regarding the development of the Finnish university ECEC centre model, Early Childhood and Teacher Education Centre (ECTEC) Rauman pikkunorssi, which started operating at the University of Turku in Finland in January 2021
According to the results of this research, ECTEC Rauman pikkunorssi belongs to the group of university-based ECEC centres with academic functions, as most of the analysed models
Summary
A variety of philosophical learning theories are usually incorporated in early childhood (EC) teacher education. Practical training with children has been an essential part of teacher education throughout its history, according to many educational theories [1,2,3,4,5,6,7,8,9,10]. These theories typically include, features of Piagetian constructivist theory [1,2], Vygotsky’s social constructivist theory, Bandura’s social learning theory and Dewey’s learning by doing approach [3]. The practical aspect of learning is emphasised in Dewey’s [9] learning by doing approach, which includes the idea of an active learner who processes and utilises their learned skills and knowledge afterwards [9,10]
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