School readiness: a critical review and comparison of English and Finnish early years education frameworks

Cells, Hannah (2015) School readiness: a critical review and comparison of English and Finnish early years education frameworks. BA dissertation, University of Portsmouth.

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    Abstract

    School readiness is receiving increased attention from policy makers, practitioners, academics and parents. This dissertation presents a literature based critical review on the school readiness construct and the English and Finnish Early Years education Frameworks. Recent research into the interactionist’s view on school readiness has re-conceptualised school readiness as having four interrelated factors and not just one as traditionally theorised by nativists and empiricists. Finland has developed a social-pedagogic approach to learning in which they consider the essence of learning and school readiness to be the interaction between the child, the adult and the environment, which is in line with the interactionists’ perspectives. Finland’s progressive education system is held in high regard worldwide. Significantly, it has developed a multi-dimensional approach to school readiness that has placed great importance on: a play-based, child initiated early years curriculum; teaching from the bottom up; values teacher education; and continued development and equity for all. Nevertheless, the Finnish education reform started some thirty years ago, whereas the new English curriculum is in the early stages of implementation. Since education and its policies are so transient, it is both too soon to determine England’s new curriculum successes and flaws, and to ascertain whether Finland is addressing current educational issues in order to enjoy long term success.

    Item Type: Dissertation
    Departments/Research Groups: Faculty of Humanities and Social Sciences > School of Education and Childhood Studies
    Depositing User: Jane Polwin
    Date Deposited: 16 Jul 2015 14:28
    Last Modified: 16 Jul 2015 14:28
    URI: http://eprints.port.ac.uk/id/eprint/17732

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