Finnország mint pedagógiai mítosz és kritikai tárgy
Finland as a Pedagogical Myth and a Subject of Critical Inquiry

Summary/Abstract: This article examines the Finnish early childhood education and care system as both an international reference model and an object of critical analysis. It outlines its emphasis on play-based learning, equity, teacher autonomy, and low levels of standardised accountability, while also analysing how everyday pedagogical practices may reproduce gender norms. The study situates the Finnish model as a pedagogical framework that invites ongoing critical reflection.

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