Understanding different approaches to ECE pedagogy through tensions.

The purpose of this study is to gain a deeper understanding of and nuance Nordic kindergarten pedagogy by means of a review of relevant literature. The researchers investigate different approaches in kindergarten pedagogy and explore the findings from several years of research on children's learning in kindergarten, especially in light of kindergarten curricula. The goal is to present a sustainable pedagogy that promotes creativity in future generations. The research questions are: 1) What different approaches in kindergarten pedagogy exist in the literature? 2) What tensions can be identified in the definition of kindergarten pedagogy in the literature? 3) What are the common elements among the different pedagogical approaches in kindergarten literature?

The analysis identified five different approaches to pedagogy and the challenges they represent in kindergarten pedagogy literature. These approaches include: pedagogy through interaction, support structures, didactics, expertise and a future-oriented approach. The results show that different theoretical perspectives and values, both on the part of kindergarten teachers and politicians, influence pedagogy in kindergartens. The researchers conclude that there is a need for a critical understanding and redefinition of kindergarten pedagogy in order to promote dialogue and common understanding among researchers, kindergarten teachers, students and politicians.

The data material was collected by searching in two databases using the search term ‘early childhood education pedagogy’. After assessing the relevance and frequency of references in other publications and national curricula, 41 scientific articles and reports were selected. These were analysed using thematic content analysis.

Kangas, J., Ukkonen-Mikkola, T., Harju-Luukkainen, H., Ranta, S., Chydenius, H., Lahdenperä, J., Neitola, M., Kinos, J., Sajaniemi, N. & Ruokonen, I. (2021). "Understanding different approaches to ECE pedagogy through tensions". Education sciences, 11(12):790.