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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: http://dx.doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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Open Access Journal

 

Strong Foundation through Play-based Learning 551

Hakkarainen Pentti, Ph.D., Professor, University of Oulu,Lithuanian University of Educational Sciences. Editor, Journal of Russian and East European Psychology, Helsinki, Finland, pentti.hakkarainen@oulu.fi
Bredikyte Milda, Ed.D., Faculty of Educational Sciences, University of Oulu, assistant of Kajaani University Consortium, Helsinki, Finland, milda.bredikyte@oulu.fi
Abstract
The article provides program guidelines of developmental early education sketch an educational framework for transforming principles of Education for All to teacher education practice. Guideline goals and recommendations are based on fresh research findings on early learning and neuroscience, Vygotskian methodological principles of cultural development and international comparisons of early education services. The core of the program consist of integrated study units, which emphasize teacher competences in promoting children’s play-based learning, reflective skills in enhancing own and children’s creativity, and guiding inclusive classroom activities. Play-based learning is emphasized because of its inclusive function in heterogeneous early education classroom and effects on executive functions of special needs children.

Keywords: developmental education, inclusion, play-based learning, early education, master’s degree, teacher competences, assessment, creativity

Column: Play in the Life of a Modern Child

For Reference

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