A Study on the Meaning of “Pedagogy” in National Curriculum for Early Childhood: Focusing on Australia, New Zealand, and Finland

This study explores the multifaceted meanings and contextual uses of the term pedagogy in national curriculum for early childhood from Australia, New Zealand, and Finland. To trace the complex and varied meanings of pedagogy, a transversal reading — reading the documents together-apart — was employed. Data analysis was understood as a recursive, generative, and interpretive process. The research findings are as follows: First, definitions of pedagogy as reflected in early childhood curriculum emphasized teacher professionalism as a blend of knowledge, practice, and creativity (Australia), fragments of meaning interwoven like a woven mat (New Zealand), and situated, value-oriented actions (Finland). Second, the relational context between pedagogy and teachers highlighted teachers’ embodied expertise (Australia), thoughtful and intentional pedagogical choices (New Zealand), and latent pedagogical possibilities working alongside the core curriculum (Finland). Third, each country's unique rearticulation of pedagogy included a focus on place-based and relational pedagogy (Australia), a coexistence of holistic and partial pedagogy (New Zealand), and an emphasis on materiality and concrete practices (Finland). By examining the rich semantic diversity embedded in the term pedagogy across these national contexts, this study offers insight into the dynamics and movement of pedagogy, contributing to a more nuanced understanding of its implications for early childhood education.