Didaktisk diskussion om barnträdgårdslärares möjligheter att arbeta med matematik i finländsk småbarnsfostran

• Finnish teachers encounter an increased focus on learning aspects and a revised legislation strengthens teachers’ professional role for early learning, which also has impact on pre-school teachers’ work in early childhood education (children 0–5 years). The paradigm in early childhood education in recent years emphasizes development, learning and teaching. Mathematics is one content area that has been given a lot of attention in Nordic discussions on education for early years. However, the Finnish national curricula and guidelines for early childhood education give limited support for developing stimulating and goal-oriented educational practice in so called academic fields of knowledge, for example mathematics. This article aims at pointing at some of the prerequisites for working with mathematics in Finnish early childhood education in relation to new research on mathematical development and didactics suitable for early childhood education. Three authentic examples of traditional pre-school activities with toddlers are taken as a starting point for the didactical discussion.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

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