WEBVTT Kind: captions; Language: en

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[♫ rhythmic theme music plays ♫]

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Let's learn about Finnish
Early Childhood Education and Care 

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and pre-primary education.

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The right to play, learn and participate.

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Early Childhood Education and Care,
which from now on we call ECEC, refers

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to a systematic and goal-oriented whole,
consisting of education, instruction,

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and care, with a particular
emphasis on pedagogy.

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ECEC and pre-primary education are an
important part of the Finnish education system.

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They are important stages on the
child's path of growing and learning.

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Because the main developmental
progress takes place before school age.

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We see the child as an active learner. 

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And encouragement for
the lifelong learning path begins in ECEC.

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This course is based on current research, 
high-quality multidisciplinary expertise

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on ECEC and pre-primary education 
at the University of Jyväskylä,

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the Act on Early Childhood 
Education and Care,

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the Act on Basic Education, 
the National Core Curricula for ECEC and 

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for pre-primary education, and 
the evaluation reports, guidelines, and 

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quality indicators of 
the Finnish Education Evaluation Centre.

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Finnish ECEC and pre-primary education
is child-centred, play-based and built

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on a holistic vision of child
development and learning.

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Educational principles strengthen
social inclusion, emphasize

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participation and embrace diversity.

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What do these key
principles mean in practice?

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To answer this question, 
Tiina, Piia, Essi and Otto have designed

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and curated this course content for you.

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During this course, 
you'll learn the basic elements of

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Finnish ECEC and pre-primary education.

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And understand their role as the
stepping stones to Finnish education.

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University teacher Essi Rutanen
teaches ECEC student teachers at the

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Department of Education at
the University of Jyväskylä.

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Her research interest is on
well-being at work in an ECEC context.

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Every child's experience
of daily life in ECEC and

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pre-primary education is one of a kind.

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Their characters, needs, interests,
and social and cultural backgrounds

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are unique and individually shaped, as well.

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Children, self-motivated play is a
natural way of learning about the

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real phenomena around the child and
things related to their physical,

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social, emotional and
cognitive development.

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The national curriculum frameworks
provide guidelines for education and

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sets shared values and principles
for pedagogical practices.

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In addition, in Finnish ECEC, every
child's learning process is individualized

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through drafting an individual
ECEC plan for each child.

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University teacher Otto Virkkula
teaches ECEC student teachers at the

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Department of Education at
the University of Jyväskylä.

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He has gained practical
knowledge working as an ECEC

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teacher, before joining the University.

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Curriculum and pedagogy are 
powerful tools to shape daily activities

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and interaction within ECEC settings.

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An OECD report from 2021 states that the
curriculum establishes the principles and goals that

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ECEC personnel use to foster children's
development, learning and well-being.

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According to the report, 
pedagogy refers to strategies and techniques

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used by personnel to
offer these opportunities.

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University teacher Piia Parviainen
teaches ECEC student teachers and

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works closely with 
international education topics 

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at the Department of Education 
at the University of Jyväskylä.

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Her research focuses on
teaching and pedagogy of

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developing early mathematical skills.

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As we know from research, behind meaningful 
and sensitive interaction are meaningful policies.

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Qualified personnel who complete pre-service
and in-service training are essential for

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age-appropriate, high-quality
ECEC and pre-primary education.

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It is a well-known fact
that it is worth to invest in

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the well-being and learning of children.

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Thus, the quality of ECEC
and pre-primary education

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is an investment for the whole society.

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University teacher, Doctor Tiina Lämsä 
researches and teaches 

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ECEC at the Open University of
the University of Jyväskylä.

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Her research interests include childhood
perceptions, visual and digital methodologies,

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pedagogy, learning environments,
and educational leadership.

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Indeed, the positive effects of
high-quality ECEC and pre-primary education

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for children, family and society
have been widely recognized.

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In Finnish ECEC, we seek to establish
sustainable learning communities,

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where people thrive and
succeed as learners for life.

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To promote high-quality pedagogy, we present
the daily structure of ECEC using theory and practice.

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And, for example, demonstrate
the importance of meaningful daily interaction

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in everyday situations
as a basis for high-quality pedagogy.

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Let's start learning about the
pedagogical construction of 

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a child's day in ECEC and
pre-primary education.

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At the heart is the child's individual
development, learning and well-being.

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Pedagogical goals for these
are realized in everyday life

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during the daily experiences of the child.

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As the OECD report says about 
the power of interactions in early education, 

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the interactions children have with the people, 
places and objects in their educational environment 

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have an important impact on their
development, learning and well-being.

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If we ask children what they 
like about their ECEC Centre, 

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they probably mention play and peer relations,
such as the sandbox, the swing, 

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their favourite toy, 
board games, their best friend.

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And they may say that they are waiting 
for their guardians to pick them up or 

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excitedly discuss their recent trip to 
a nearby forest, museum or swimming hall.

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What the children think
themselves, let's ask!

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-Ainakin kotona tykkään leikkiä 
ulkona lumisotaa, kun on talvi.

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-Hmm.. ulkoilusta. 

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-Tykkään täällä myös leikkiä.
Se on mun kaikista paras jutska.

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These daily experiences, 
emotions and encounters become 

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cherished moments, 
shaping children's ECEC experience.

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Come, join us and experience a child's
day in ECEC and pre-primary education.

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And learn about the pedagogical
principles and implementation

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of pedagogy at various stages of the day.

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We present an example of a typical day.

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However, the course of the day varies, 
depending on the individual needs and 

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interests of the child, the Centre, 
the group of children, and the program of the day.

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The different stages of the day
from morning to afternoon 

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guide our learning journey
in pedagogy throughout.

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