Kirsti Karila

Bio: Kirsti Karila is an academic researcher from University of Tampere. The author has contributed to research in topics: Early childhood education & Context (language use). The author has an hindex of 8, co-authored 35 publications receiving 332 citations. Previous affiliations of Kirsti Karila include University of Jyväskylä.

A Nordic Perspective on Early Childhood Education and Care Policy

Abstract: The national policies and historical roots of early childhood education (ECE) vary from society to society. In the Nordic countries, early childhood education and care (ECEC) policies have been built in the context of the welfare state. As such, they are closely connected to other welfare policy areas such as social policy, family policy and education policy, in addition to which a close relationship with labour policy is also evident. This article sheds light on the historical roots of Nordic ECEC policies by describing the commonalities and differences between the Nordic countries. The ‘Nordic model’ is commonly described as integrated. Education, teaching and caring form an integrated unit and the term early childhood education and care is therefore typically used when describing the ‘Nordic model’. It is also said to be based on a child-centred, holistic approach with an emphasis on participation, democracy, autonomy and freedom, while its track record of high quality ECE services is considered to be due in part to the use of a well-trained workforce. The Nordic countries are, however, developing and redefining their ECEC policies in the global economic and cultural context, in which governments have to choose their priorities. Pressure to standardize ECE services is also apparent, and signs of erosion of the key elements of the Nordic model have been seen in recent policy debates. This paper discusses the current direction of Nordic ECE policy making and the future of the Nordic model.

Framing the Picture of the Child

Abstract: The paper studies the forms that are used in planning for a child’s early childhood education and care in Finnish day care from the perspectives of social constructionism and discourse analysis. It asks how childhood is conceptualised in these forms and what are the social functions of early childhood education and care as implied in the conceptualisations. The paper shows that the conceptions of childhood and the understanding of the functions of early childhood education and care are mostly in unison and are rooted in traditional discourses, approaches and practices of Finnish day care. Consequently, the child’s view and the child as an agent in her/his world are not present in the forms.

A Finnish viewpoint on professionalism in early childhood education

Abstract: This article discusses professionalism in early childhood education through the analytical tool of a research‐based multi‐level perspective that sees this as a cultural, communal, organisational, and individual phenomenon. Starting from an understanding of professionalism derived from a model of professional expertise, the article discusses the Finnish day‐care context at the social and cultural level, followed by a discussion of field‐specific knowledge as a tool for building professionalism. Professionalism is further examined as it plays out in the employees’ working environment, the day‐care centre and its working culture and from the perspective of the professionals themselves. Key characteristics of professionalism in the Finnish early childhood education sector are also summarised. RESUME: Cet article traite du professionnalisme dans le champ de la petite enfance grâce a un outil d’analyse inscrit dans une recherche, a plusieurs niveaux, qui le concoit comme un phenomene culturel, commun, ...

Drawing Partnership on Paper: How do the Forms for Individual Educational Plans Frame Parent-Teacher Relationship?

Abstract: This article examines the Individual Educational Pl an forms (hereafter IEP forms) used in planning for a child’s early childhood education an d care (ECEC) in Finnish day care from the perspectives of social constructionism and discours e analysis. The National Curriculum Guidelines on Early Childhood Education and Care (Stakes, 2004 & 2005) require an Individual Educational Plan (IEP) to be drawn up fo r each child. Municipalities typically develop a local IEP form to be used in parent-teach er meetings at which the child’s IEP is discussed. The study examines how these IEP forms construct and frame parental and professional involvement in individual ECEC planning, and demonstrates that the positions of the parties in the IEP forms can be illustrated by two frames: an interview frame and a contract frame. These frames are considered in the present a rticle in relation to the aims and principles articulated in the National Curriculum Guidelines o n ECEC, which define the parent-teacher relationship as representing a partnership. The art icle also discusses the implications of the governing functions of the IEP forms from the persp ective of the parent and the teacher.

Acting as a Professional in a Finnish Early Childhood Education Context

Abstract: This chapter describes and analyses the Finnish case study and begins by illustrating the macro-level context in which Finnish early childhood education practitioners work. In analysing the teacher’s day, it is possible to see that a typical day is constructed around a number of meaningful episodes. The findings show that being an early childhood professional at the current time in Finland is challenging as practitioners face new expectations for professionalism in the early childhood field due to changes in society and working life. Supportive environments are required to renew professional identities and develop everyday practices based on these new expectations. In future, more discussion is required about the resources practitioners need when implementing new expectations and requirements, and also about their own reflections related to their working practices so that their voices are clearly heard.

Narrative Methods for the Human Sciences

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Democracy, Caring and Competence: Values Perspectives in ECEC Curricula in the Nordic Countries.

Abstract: The aim of the study is to explore how Nordic Early Childhood Education and Care policies frame values education in preschools with a special focus on the values of democracy, caring and competence. The study is part of a larger Nordic project, Values education in Nordic preschools: Basis of education for tomorrow, the aim of which is to explore values education from various perspectives, policy levels, institutional levels and personal levels. The study applies Habermas’s theoretical ideas of communicative actions, lifeworld, and the system. Here the focus is on the system level, namely, values in national curriculum guidelines that serve as the basis of pedagogical practices in preschools in the Nordic countries. Thematic research analysis described by Braun and Clarke inspired the qualitative analysis of the documents. In addition, a quantitative language-based approach was applied to the study. Keywords related with democratic, caring and competence values were selected. The findings reveal different ...

A Nordic Perspective on Early Childhood Education and Care Policy

Abstract: The national policies and historical roots of early childhood education (ECE) vary from society to society. In the Nordic countries, early childhood education and care (ECEC) policies have been built in the context of the welfare state. As such, they are closely connected to other welfare policy areas such as social policy, family policy and education policy, in addition to which a close relationship with labour policy is also evident. This article sheds light on the historical roots of Nordic ECEC policies by describing the commonalities and differences between the Nordic countries. The ‘Nordic model’ is commonly described as integrated. Education, teaching and caring form an integrated unit and the term early childhood education and care is therefore typically used when describing the ‘Nordic model’. It is also said to be based on a child-centred, holistic approach with an emphasis on participation, democracy, autonomy and freedom, while its track record of high quality ECE services is considered to be due in part to the use of a well-trained workforce. The Nordic countries are, however, developing and redefining their ECEC policies in the global economic and cultural context, in which governments have to choose their priorities. Pressure to standardize ECE services is also apparent, and signs of erosion of the key elements of the Nordic model have been seen in recent policy debates. This paper discusses the current direction of Nordic ECE policy making and the future of the Nordic model.