WORKPACKAGE 2 EARLY CHILDHOOD EDUCATION (ECE)

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WORKPACKAGE 2EARLY CHILDHOOD EDUCATION(ECE)

• University of Jyväskylä (Fi)
• University of Glasgow (UK)
• Teacher Training University Institute of
  Aix-Marseille (Fr)
• Regional Institute for Educational Research (It)

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ECE (wp2) DELIVERABLES

• June -08 Curriculum content analysis
• Dec. -08 Description of best practices
  (Accumulates along pilot case studies till oct.
  -09?)
• Dec. -08 Factors impacting self-image
• Aug. -09 Suggestions for teacher
• training
• Aug. -09 Suggestions for ECE
• curriculum development

• Report (pp)
• Report
• demonstr. (pu)
• Report (pu)
• Report (pu)
• Report (pu)

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ECE (wp2) - TASKS

• ORIENTATION What do we want and need what do
  we have
• RESESARCH content analyses, interviews,
  questionnaires, (ethnographic observations?)
• FIRST REPORTS AND DESCRIPTIONS of curriculum
  contents and practices
• TESTING THE COLLECTED IDEAS pilot case studies
  in teacher training institutes (and in the field
  of ece) evaluations reports
• DEVELOPMENT OF THE CONTENTS OF TE IN TEACHER
  TRAINING new contents and practices carried out
  a report of the suggestions
• CURRICULUM DEVELOPMENT OF ECE a report of the
  suggestions

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ORIENTATION BASIS (wp2)

• Mutual understanding about the concepts of
  technology and technology education
• Search for some educational starting points which
  may help us to consider the best practical ways
  to incorporate technology education (TE) into
  childrens experiences in ECE
• Special considerations into gender questions in
  TE in early years
• Shared plans (aims, methods, resources)
  material, work and resources already available
• Background information
• National contextual features of ECE
• Teacher training (ECE) in each institution /
  country
• Continuity between ECE and elementary school
  education (ESE)

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1. CONCEPTS

• Definitions can be developed together along the
  process (alike WIKIPEDIA)

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2. SOME GENERAL STARTING POINTS

• Worthwhile experiences for younger children focus
  on play, discovery and exploration rather than
  formal instruction.
• Older children enjoy a focus on more formal and
  complex experiences (science experiments,
  construction, design projects planning, problem
  solving, applications of learned principles)

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2 continuing.

• It is important
• to encourage children to observe and experience
  their environment (first by using the own body
  and senses later by using various tools)
• to stimulate childrens curiosity, creativity and
  playfulness
• to enhance the development of self-confidence of
  children in their ability to think up and carry
  out experiments and projects

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2 continuing.

• Naming, concepts, communication, language
  development are crucial in early experiences
• Environmentally sustaining practices (recycling
  programs, energy conservation, waste minimization
  etc.) are one part of TE
• Where possible it is valuable to involve children
  in the planning of activities and development of
  the practices of TE as this can assist them to
  take ownership over new ideas as well as assist
  teachers to increase the meaningfulness of the
  activities for children

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3. GENDER AND TE

• Existing role models and attitudes of people
  around (toy marketing, childrens books and films
  etc. media, family members, neighborhood,
  teachers, peers)
• Connections with the wider community (working
  places)
• Self-image and identity (technological identity
  first through play by pretending the reality
  and later by making it really)
• Barriers (glass-ceilings)
• visible and invisible
• Segregation by gender in
• learning situations / teaching
• -gtadvances and negative sides

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3. continuing .
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4 SHARED PLANS

• How is TE included in formal curriculums of ECE?
• Are there signs of a hidden curriculum with
  unequal possibilities between boys and girls?
• -research ?
• How do the ECE programs currently operate?
• For example, what are childrens opportunities
  for learning experiences concerning TE (supplies,
  attitudes and know-how of teachers, learning
  targets) ?
• -gt research development (piloting)?
• Self-image and possible influencing factors? gt
  research ?
• Teacher education programs, curriculums,
  students attitudes and capacities around TE? -gt
  research development (piloting)?

• Curriculum content analysis
• Description of best practices
• Factors impacting self-image
• Suggestions for teacher training

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4. continuing

• What kind of audits can be undertaken to review
  their existing practices and curriculums?
• What steps can be taken towards planning for
  improvement/ development of TE in teacher
  education as well as in the practice of ECE?
  (Piloting)
• What is already going on and available for the
  project?

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5. BACKGROUND INFORMATION

• Descriptions of the educational systems of each
  country?
• National ECE curriculums (in English) for share?
• Teacher training curriculums -- ?

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5. continuing.

• The Education System of Finland
• AGE PLACE
  ADMINISTRATION
• 0-5 y. Early education care
  Ministry of Social
• (Child-care center) Affairs and
  Health
• 6 y. Pre-School (c-c center or
  Ministry of SaH
• school)
  Ministry of Education
• 7-15 y. Compulsory schooling (ESE)
  Ministry of Education
• 16-gt y. Additional 10th grade of ESE or
  Ministry of Ed
• General upper secondary education
  or
• Vocational education
• National Research and Development Centre for
  Welfare and Health http//varttua.stakes.f
  i/EN/index.htm
• The Finnish National Board of Education
  http//www.oph.fi

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6. CONTINUITY ECE - ESE