Forty years of Finnish pre‐school education: the development of curricula between 1972 and 2000

Turunen, Tuija; Määttä, Kaarina; Uusiautti, Satu

doi:10.1080/09585176.2012.731010

Cited by 3 publications

(1 citation statement)

References 19 publications

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“…In addition, one of the main social objectives is to create an environment that will enable these children to socialize with the people around them and their friends and to support them in this regard. Socialization of children during this period is of vital importance for them and has the potential to positively affect their future education (Turunen et al, 2012). 2.…”

Section: Aims Of Pre-school Educationmentioning

confidence: 99%

Pre-School Education and Different Approaches That Emerged in Historical Development

2022

IJSSES

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The history of pre-education is quite recent. In fact, in order for this education to start, it was necessary to wait for the formal education to spread to the whole society. Pre-school education, which emerged and designed to meet the needs of post-industrial societies, gave importance to the cognitive, affective and psychomotor development of students. Especially the educational needs of post-war societies also required pre-school education. In this context, three different approaches to pre-school education have emerged. The common point of these approaches is that they adopt a democratic education model and reject the authoritarian teacher role in the traditional education model. Thus, a reflection of humanity's democratization adventure in the modern age has also shown itself in education models.

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Section: Aims Of Pre-school Educationmentioning

confidence: 99%

Pre-School Education and Different Approaches That Emerged in Historical Development

2022

IJSSES

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Purpose, focus and voice? Lessons from a curriculum development advisory committee

Mulpeter,

McCormack,

O’Flaherty

2023

Irish Educational Studies

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Curriculum up-gradation practices among higher education institutions of Pakistan: does curriculum ideologies make difference?

Asad

Rind

Khand

et al. 2020

JARHE

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PurposeThe purpose of this study was to find out the perception of prospective teachers and teacher educators regarding the curriculum ideologies. The student–teachers and teacher educators from a public university of Pakistan participated in the study.Design/methodology/approachThe current study has employed quantitative approach and used descriptive survey research design. The data was collected through the convenience sampling techniques. The data was collected through a questionnaire developed by Schiro in 2008. The questionnaire consisting of six parts and each part contains four statements on the curriculum ideologies of Scholar Academy, Social efficacy learner centered and social reconstruction ideology. The population of study comprised of 200 Prospective teachers of education department of a public sector University of Sindh, Pakistan. The data was collected by using 4-point Likert scale. The likert scale was ranging from the first priority to least priority. The reliability statistics was computed through Cronbach alpha α = 0.763. The data was analyzed through Statistical package for social science (SPSS) version 23.0 and mean and percentages were computed in this study.FindingsThe findings of the study revealed that most of the prospective teachers as well faculty members are following the scholar academy ideology to align with national goals of curriculum. The prospective teachers and faculty members believe that knowledge should be transferred from the institutions to the learners rather than the knowledge can be disseminated from the other sources as per the new dimensions for updated curriculum.Practical implicationsThe current study suggests curriculum ideology awareness programs should be given to prospective teachers and faculty members before their induction. The study also recommends that a survey study can be conducted from teachers and teacher educators before designing the national curriculum of Pakistan because majority of participants believed that knowledge can only be transferred from institutions.Originality/valueThis empirical study has given thoughtful insights to investigate the curriculum ideologies with new dimensions for those who are studying in teacher education courses and for their mentors. So, this study has contributed new knowledge in the context of Sindh, Pakistan specifically in the domain of curriculum ideologies and frameworks.

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Forty years of Finnish pre‐school education: the development of curricula between 1972 and 2000

Cited by 3 publications

References 19 publications

Pre-School Education and Different Approaches That Emerged in Historical Development

Pre-School Education and Different Approaches That Emerged in Historical Development

Purpose, focus and voice? Lessons from a curriculum development advisory committee

Curriculum up-gradation practices among higher education institutions of Pakistan: does curriculum ideologies make difference?

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