The Implementation of Positive Pedagogy in Finnish Early Childhood Education and Care: A Quantitative Survey of Its Practical Elements

Autor/inn/en	Ranta, Samuli; Uusiautti, Satu; Hyvärinen, Sanna
Titel	The Implementation of Positive Pedagogy in Finnish Early Childhood Education and Care: A Quantitative Survey of Its Practical Elements
Quelle	In: Early Child Development and Care, 192 (2022) 3, S.425-441 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Uusiautti, Satu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1763979
Schlagwörter	Teaching Methods; Early Childhood Education; Foreign Countries; Preschool Teachers; Correlation; Work Experience; Teacher Attitudes; Factor Analysis; Teacher Education Programs; Age Differences; Positive Attitudes; Work Environment; Peer Relationship; Teacher Student Relationship; Finland + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Korrelation; Employment experience; Job experience; Occupational experience; Berufserfahrung; Lehrerverhalten; Faktorenanalyse; Age; Difference; Age difference; Altersunterschied; Arbeitsmilieu; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Finnland
Abstract	The purpose of this paper is to analyze how positive pedagogical practices are implemented by early childhood education (ECE) teachers in Finland. A survey was conducted among 625 teachers, enquiring about specific positive pedagogical practices in ECEC. It was found that the correlation between the sum variables and principal components were strong. ECE teachers' work experience and age had a mainly positive influence on how positive pedagogy was implemented. According to the findings from the surveys, the structure of a class influenced how the ECE teachers implemented positive pedagogy. It was found that 13 principal components had statistically significant correlations. These are introduced as key elements with which positive pedagogy can be further enhanced in ECEC. As a pioneering study about the implementation of positive pedagogy in ECEC, the research has significance not only to ECE teacher training in Finland but also internationally. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01