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Creating a pedagogical systems theory for early childhood and preschool education. Docent Ulla Härkönen Ph.D., Lecturer in Early Childhood Education University of Joensuu Savonlinna Department of Teacher Education 25.11.2005 Tallinn University.

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creating a pedagogical systems theory for early childhood and preschool education

Creating a pedagogical systems theory for early childhood and preschool education

Docent Ulla Härkönen

Ph.D., Lecturer in Early Childhood Education

University of Joensuu

Savonlinna Department of Teacher Education

25.11.2005

Tallinn University

slide2

IntroductionThis presentation gives a short overview about the key results of my studies made during thirty years

And it shows the deepening understanding of the systemic, holistic, semiotic thoughts and the principles of gender equality and sustainability of early childhood education.

the figure 1 in the next slide
The figure 1. in the next slide

shows 1. the basis and 2. the central theoretical approaches that have been influenced in the Finnish early childhood and pre-school education.

The basis and 7 blocks of the theoretical approaches form the main construction blocks in my elaboration of the new systems theory.

slide4

The elaboration continues towards a theory which is educational, pedagogical,

systemic, holistic, semiotic, sustainable

Educational and pedagogical theories of the philosopher-pedagogues like Froebel, Steiner, Montessori, Parkhurst, Neill, Freinet, Dewey, Freire, Suchomlinsky, Malaguzzi. The focus is on the educational process including care, education, teaching, learning and development. Many of these pedagogues have also the developmental theory of their own.

The critical theorypoints to inequality in society, being a societal theory,but how to outline care, education, teaching, learning and development?

Constructivism has been generally used as a theory of learningbut how to show care, education, teaching and development?

Piaget’s theory and Vygotsky’s socio-cultural theory have been used as developmental theories but how is the process of care, education, teaching and learning presented?

Bronfenbrenner’s ecological theory has been used as a developmental theorybut where is the share of care, education, teaching and learning?

Didactics has been used as a theory of teachingbut how to treat care, education, learning and development?

Behaviorism has been used as a theory of learning but it is subject to criticism. And how to show the share of care, education, teaching and development?

The basis of the Finnish early childhood and preschool education:*home upbringing, the kindergarten’s pedagogical tradition, school teaching, *impact of neighbouring and other countries all over the world*pedagogics, developmental psychology, psychology, philosophy, sociology

Figure 1. The construction blocks for new systems theory of early childhood education

slide5

The Figure 2 in the next slide

shows the general ecological model of one part of the whole educational systems, namely that of work education thinking.

The author has studied small children’s work education and especially that of history’s great philosopher-pedagogues’ theories.

It has ment that work education has been shown in the light of the whole pedagogical thinking and theories.

slide6

Figure 2. General ecological model of work education thinkingHärkönen 1991Modified 2004 and 2005

World view

View on society

View on human being and knowledge

View on education

View on work education

View on adult - childrelationship

View on institutional work education

View on work educationat home

View on cooperation

slide7

The figure 3 in the next slide

shows the general systems model of work education thinking.

This model is free from the bounds of the ecological approach thus being a general systems model.

slide8

Figure 3. A common systems model of work education thinkingHärkönen 1991 Modified 2004and here2005

VIEW ON SOCIETY

VIEW ON HUMAN BEING

VIEW ON EDUCATIONview on institutional education

VIEW ON EDUCATIONview on home education

View on adult – child relationship

VIEW ON WORK EDUCATION

view on institutional work education

view on work educationat home

slide9

The figure 4 in the next slide

shows the realtionships between background philosophy and pedagogy.

The example is that of Rudolf Steiner, one of possible choices of numerous philosopher-pedagogues, like Fröbel, Montessori, Parkhurst, Dewey, Neill, Malaguzzi and others.

slide10

Figure 4. Relations between Steiner-pedagogy and its background philosophy (Härkönen 1993, modified 2004 and 2005)

Background philosophy

View on world

View on human being

View on society

View on knowledge Epistemology

View on education

STEINER-PEDAGOGY

slide11

The figure 5 in the next slide

shows the general systems model of educational thinking.

It is a generalisation of Steiner’s, Montessori’s and other philosopher-pedagogues’ thinking.

Here and after this I concentrate on educational thinking and different views on educational thinking.

This means a hermeneutic and qualitative approach on education.

figure 5 general systems model of education thinking h rk nen 1996 modified 2004 and 2005
Figure 5.General Systems Model of Education ThinkingHärkönen 1996, modified 2004 and 2005

Views on world

Views on human being

Views on society

Views on construction of knowledge

Views on education

Main methods of education

Essential elements of practical education

slide13

The figure 2. in the next slide

is a general systems model of educational thinking in early childhood and preschool education.

The figure consists of different parts of the whole systems: 1. the philosophical background and 2. the educational elements that are goals, contents and methods.

in the figure 2
In the figure 2
  • methods are shown in details because these methods are essential in early childhood education and preschool education.
  • The figure also points out the main early childhood education science, related sciences, fields on knowledge and refers to the processes and planning of early childhood education and preschool education.
slide15

Views on world

Views on human being Views on child

Views on society

Wies on knowledge

Views on education

Views on methods

Views on contents

Views on goals

Views on work

Views on teaching

Views on celebrations

Views on outdoor education

Views on basic activities and care

Views on play

TourismSocial sciencesNatural sciencesInternationalism

NursingHygieneMedicineNutritionHome economics

Play pedagogy

Didactics

EntertainmentArts

Work pedagogy

educational science, developmental psychology, psychology, philosophy, sociologyearly childhood education science

Views on pedagogical process of early childhood education

Views on planning of pedagogical process of early childhood education

Figure 6. General systems model of educational thinking in early childhood education

slide16

The figure 3 in the next slide

shows extensions and intensions of the concept of early childhood education. This is a semiotic approach to these concepts.

The figure shows that this concepts has four extensions: 1.practice, 2.content, 3. science and 4.thinking.

the figure 3 in the next slide
The figure 3 in the next slide
  • Also these extensions together form the systems that can be analyzed.
  • All extensions should include the same intensions if we speak about early childhood education at the area of these extensions.
slide18

Figure 7. Extensions and intensions of the concept of early childhood education Härkönen 2005(Tätä kuviota on myöhemmin kehitetty; ks. esim. Härkönen 2008: eBook)

Content on Early childhood education

Early childhood education thinking

Early childhood education science

Early childhood education practice

my dear audience
My dear audience:
  • How to continue the elaboration of the new systems theory?
  • There are much to do but what and how and why?
  • The theory must be systemic, holistic, semiotic, creating gender equality and sustainability!