Multi-Voiced Development in Finnish Early Childhood Education Practices

Abstract

Early childhood education (ECE) is the first step of a lifelong learning pathway. In Finland, the institutions of ECE have went through many chances in recent years and the ongoing development of policies and practices of young children’s educational system have been the focus of many projects and much research. In this paper researchers describe and analyse how dynamic development in regional development projects is implemented in teacher training programs, ECE field work and research in boundary spaces. The researchers describe the Finnish ECE system, its policies and practices to form a basis for the development project. Through that the basic principles of development are illustrated. The essential voices of participants of the project are introduced to form a picture of shared development goals, through opportunities and challenges, in multi-voiced community of education. Finally, the development work of ECE in the light of international knowledge of ECE is discussed. The findings of this research suggest that development in a multi-voiced community with different participators and organizations of the ECE can be successful and that the partnership approach can be development to create an active learning society of students, practical teachers and researchers. https://doi.org/10.26803/ijlter.18.11.1