Care, Upbringing and Teaching in ‘Horizontal’ Transitions in Toddler Day-Care Groups
This chapter focuses on the fundamental notion of early childhood education as an integrated whole, composed of care, upbringing and teaching, in the context of Finnish early childhood education. These three concepts – care, upbringing and teaching – are addressed firstly on the conceptual level, and then empirically by illustrative examples from day-care groups for one-to-three-year-old children.
Our main question focuses on how care, upbringing and teaching are implemented in small-scale ‘horizontal’ transitions children experience between events or activities during the day as part of the experience of day-care, and how these events might be evaluated from a pedagogical perspective. Empirical data of horizontal transitions were collected by observations and video recordings in three day-care groups. The illustrative examples selected and discussed are linked to everyday life transitions occurring in day-care centres.
Our analysis shows how horizontal transitions provide many opportunities to bring care, upbringing and teaching together into an integrated whole. The transitions are also important contexts for young children’s learning. The chapter gives examples of good educational practices for supporting children’s learning, development and well-being in day-care groups. Further, by raising awareness of less-known issues in early childhood education, it could offer pointers for teacher education and teachers’ professional development.
KeywordsCare Upbringing Teaching Transitions One-to-three-year-old children
The data collection for this work was supported by the Academy of Finland, project (In)visible Toddlerhood? Global and Local Constructions of Toddlers’ Places in Institutions (SA no 133345) and the Academy of Finland project Emotional wellbeing of the younger children in day-care groups: participation, social relationships and teachers’ role in joint activities (SA no 136200).
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