Empowering children’s voices: celebrating 70 years of ECEC teacher education in Tampere
ECEC teachers have been trained in Tampere for 70 years. These professionals are currently in great demand across Finland.
“In terms of student intake numbers, the Degree Programme in Early Childhood Education and Care is the largest programme at Tampere University, with approximately 160 new students enrolling each year,” say Associate Professor of Early Childhood Education Maiju Paananen and University Lecturer Anna Siippainen. The programme is delivered through the medium of Finnish.
Students who complete the bachelor’s programme are qualified to work as ECEC teachers. One of the key strengths of the programme is its blended format, which is available to selected students and enables them to study partly while working and, for example, from another location without compromising the quality of content or academic requirements.
“Tampere University is the first university in Finland to implement a broad-scale blended learning model. We are proud to have played a leading role in the development of this model,” Paananen says.
Tampere University offers education in ECEC up to master’s level. Graduates with a master’s degree can pursue a wide range of professional roles in the field, and the degree also qualifies them to work as directors of ECEC centres.
“Admission to the master’s programme is highly competitive, and we receive a large number of applications,” Paananen says.
Versatile professionals for our diversifying world
Paananen and Siippainen describe the students pursuing a degree in ECEC as a diverse group. Some already have extensive experience in other fields or have worked in ECEC settings and are now seeking to expand their qualifications, while many enrol directly after completing upper secondary school. Students join the programme from all over Finland.
“We need to ensure our students are well-prepared to build careers in an increasingly diverse world. The varied backgrounds and experiences of our student body are a real asset, because they ensure our future educators mirror the diversity of our society,” says Siippainen.
The degree programme has a strong practical focus, while also placing emphasis on developing critical thinking skills.
“We encourage students to reflect on their learning and support them in developing their critical thinking skills. Our goal is to train educators who understand their role as societal actors and who empower children’s voices,” says Paananen.
Students’ studies are supported through close collaboration with future employers. Tampere University has a partner network of more than 80 ECEC centres, where students complete on-the-job learning placements.
Critical approach highlighted in research
ECEC teacher education is grounded on research. At the Faculty of Education (EDU), researchers explore a wide range of ECEC-related themes, including studies focusing on children under the age of three.
Both Paananen and Siippainen point out that ECEC research at Tampere University is characterised by a strong societal focus and critical perspectives.
“Our research addresses societal issues, such as child politics and occupational wellbeing. It places a strong emphasis on the social sciences, which is also reflected in our educational priorities,” says Siippainen.
Education builds hope for the future
ECEC teachers have a profound impact on children’s lives.
“Throughout their careers, these professionals engage with a vast number of children, directly influencing their growth, development and learning. The significance of their work is felt every single day,” says Paananen.
While the value of ECEC is now more widely recognised than in the past, Paananen notes that further efforts are needed to ensure that the societal importance of both ECEC and childhood is broadly understood.
Siippainen finds that pedagogical expertise becomes increasingly important in times of global uncertainty. A strong ECEC system lays the foundation for a safe, democratic and well-functioning society.
“Education is the cornerstone of our society. When the wider world is in turmoil, institutions become beacons of hope for the future,” she says.
Society shapes early childhood education and care (ECEC)
Kirsti Karila, Professor Emerita of Early Childhood Education, has contributed to the development of ECEC teaching in Tampere for 40 years. She emphasises that educational programmes are always formed within a broader societal context.
“Early childhood education has been influenced by prevailing societal views on childhood and the upbringing of young children. Social and educational policies in effect at different times have also played a role in reshaping this field.”
Terminology has evolved over time, shaping the reality of the profession: where we once spoke of daycare, we now refer to early childhood education and care.
According to Karila, one of the turning points in the development of the field was the nationwide introduction of vocational training and the extension of study programmes from two to three years. Another key milestone was the subsequent launch of academic degree programmes, which established a strong research foundation for ECEC. In addition, working professionals have been able to enhance their competencies through continuing professional training organised by Tampere University.
“Tampere has been one of Finland’s leading centres for research in ECEC,” Karila notes.
She stresses that the status of ECEC teacher education is never permanently secured, as maintaining recognition for high-level expertise requires continuous effort.
“Qualified professionals have always been, and will continue to be, central to building the institution of ECEC.”
The theme of Tampere University’s anniversary seminar on ECEC is Generations. As Karila notes, the education provided in Tampere has been shaped over the decades by the evolving dynamics between generations of professionals, educators and students.
Our society may change, but one core mission has remained constant through the ages: ensuring that every child has the right to a happy and fulfilling childhood.
Early childhood education and care at Tampere University
- In Finland, the responsibility for providing education in ECEC was transferred to universities in 1995. That same year, the Degree Programme in Early Childhood Education and Care was launched at the former University of Tampere.
- Prior to this transition, training for professionals working with young children was provided in Tampere at Tampere College for Kindergarten Teachers. The College offered a two-year programme starting in 1977 and extended it to a three-year programme in 1983.
- Before the establishment of college-level training, a two-year study programme was offered by Tampere Kindergarten Teacher Seminary, a foundation-based institution founded in 1955.
- In addition to offering a bachelor’s programme in ECEC, Tampere University has been providing MSc-level education in the field since 1998.
