Social Policy and Science Twisting with Early Childhood Education System
Ulla Härkönen
Abstract
Finnish early childhood education (ECE) is commonly known to be high-quality being also interested by other countries. However, while looking at the whole phenomenon through analytical studies by insiders the problems are revealing. The central concept of early childhood education, studied through the corresponding Finnish concept of “varhaiskasvatus”, is earlier analysed in a series of several studies by the author. This is done from a large Finnish and international textual data by content and concept analyses. Many analytical simulation models, found to be systems like, were found about the concept of early childhood education. It was also revealed that institutional early childhood education should be named pedagogics. The study on hand makes a qualitative conceptual and textual survey on the basis of some of the mentioned studies, selected ones seen in the references. In connection to it, impacts between the power of science and the power of societal policies will be discussed. The conclusion will point how political impacts are strong in swimming even to every corner of the whole pedagogical systems. Professionals in early childhood education ought to know deeply new scientific theories in order to stick up for their rights when in front of them are social and political disagreements.