A New Book Discussing the Dynamic and Multi-theoretical Basis of Early Childhood Education and Care in Finland

Across the Nordic countries a systematic dialogue is carried out on multiple levels of the education system. Reforms are jointly discussed and educational policies and practices are shared between the Nordic countries. The political and social attention towards Early Childhood Education and Care (ECEC) has increased over the past decade internationally, but especially in Finland where multiple major educational reforms have taken place. The reform included political changes when ECEC was transferred from social policy to the Ministry of Education in 2013 and the process continued with a curricula reform when new educational goals were set for ECEC practices. In many other countries, which are undertaking educational reforms, the Finnish process and its results are viewed carefully (see Garvis, Phillipson & Harju-Luukkainen, 2018). Therefore, it is important to note that no education system is developed in a vacuum, but rather in a dynamic and multi-theoretical context, forming a diverse basis for research and practice. This diverse and dynamic nature of the Finnish ECEC system is a strength, making it interesting globally as well. From these premises, we took the opportunity to write this blog text. This text is based on our recent book “Finnish Early Childhood Education and Care – A Multi-theoretical perspective on Research and Practice”, published in June 2022 by Springer Nature. The book comprises 19 chapters describing the dynamic and multi-theoretical nature of Finnish Early Childhood Education from various points of view. A