Play-based learning and phenomenon-based learning in the Finnish Early Childhood Education
DOI:
https://doi.org/10.14393/OT2021v23.n.3.58448Palabras clave:
Early Childhood Education, Finnish Education, Play-based Learning, Phenomenon-based LearningResumen
Since 2005, with the impact of the results of international educational assessments, Finland and its educational system has been the focus of interest for educators around the world and different aspects of the system's functioning and structure have been explored. This text presents two of the key elements in early childhood education and care, learning based on play and learning based on the phenomenon; and how these pedagogical approaches structure practices that support students' learning, and are articulated with the subsequent educational process. Going beyond the mere description of pedagogical practices and not repeat what other researchers have already narrated about the Finnish educational system, the developmental aspects of these practices and how they are articulated with the extensive training of teachers is evident throughout this text.
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