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- Title
Teaching in preschool.
- Authors
HEDEFALK, MARIA; ALMQVIST, JONAS; LUNDQVIST, EVA
- Abstract
The present study investigates the practice of teaching in preschool. Similarities and differences in Swedish science education in compulsory school and preschool practice are compared. This is executed by a study of teacher's participation in the meaning making process in the activities. The empirical material consists of video observations and field notes from preschool and compulsory school. A pragmatist approach is used to analyse the activities. The result shows that even though no learning goals are articulated by the preschool teachers, the teachers direct children in specific ways. Teaching in this context is understood as an action to direct children's meaning making towards what is considered relevant in the practice. The study shows that children in both preschool and compulsory school learn the central principle of learning by investigation. The actions of the teachers do not look like teacher-centred-teaching, where play and caring necessarily is ignored. If teaching can be defined as directing children's attention in a certain direction in line with the curriculum, teaching is a central activity throughout the whole day in preschool.
- Subjects
SWEDEN; TEACHING research; PRESCHOOL education; PRESCHOOL teachers; SCIENCE education (Preschool)
- Publication
Nordic Studies in Education, 2015, Vol 35, Issue 1, p20
- ISSN
1891-5914
- Publication type
Article
- DOI
10.18261/issn1891-5949-2015-01-03