Preschool teachers’ views on children's learning: an international perspective

Publikation: Forskning - peer reviewTidsskriftartikel

  • Stig Broström
  • Anette Sandberg
    Anette SandbergSchool of Education, Culture and Communication, Mälardalen University, PO Box 325, Eskilstuna 63105, SwedenSverige
  • Inge Johansson
    Inge JohanssonDepartment of Child and Youth Studies, University of Stockholm,Sverige
  • Key Margetts
    Key MargettsdMelbourne Graduate School of Education, University of MelbourneAustralien
  • Berenice Nylande,
    Berenice Nylande, School of Education, RMIT University,Australien
  • Thorleif Frøkjær
    Thorleif FrøkjærProfessionshøjskolen, University College Capital,Danmark
  • Christa Kieferle
    Christa KieferleBavarian State Institute of Early Childhood Research Munich, Staatsinstitut für FrühpädagogikTyskland
  • Anja Seifert
    Anja SeifertInstitute of Education, University of Education Ludwigsburg,Tyskland
  • Angela Roth
    Angela RothBavarian State Institute of Early Childhood Research, Staatsinstitut für Frühpädagogik,Tyskland
  • Aino Ugaste
    Aino UgastejInstitute of Educational Sciences, Talinn UniversityEstland
  • Kalliope Vrinioti
    Kalliope VriniotiDepartment of Preschool Education, Pedagogic School of Florina, University of Western Macedonia,Grækenland
Bidragets oversatte titelPædagogers syn på børns læring, et internationalt perspektiv
This comparative study investigated the perspectives of preschool teachers in
Australia, Denmark, Estonia, German, Greece and Sweden about learning and
participation in preschool. A structured survey questionnaire investigated four
main questions: What situations can be characterised as learning? What activities
are important for learning? What are the best conditions for children’s learning?
How do preschool teachers understand participation in relation to children’s
learning in preschool? Results suggest that play, interactions with other children
and adults, the provision of different activities and teacher support are important
for children’s learning. While similarities were noted, results indicate some
disparity between countries and a further in-depth interview-style study is
recommended to provide a deeper understanding of teachers’ perspectives and
practices around children’s learning.
OriginalsprogEngelsk
TidsskriftEarly Child Development and Care
Vol/bind185
Tidsskriftsnummer5
Sider (fra-til)824-847
Antal sider26
ISSN0300-4430
DOI
StatusUdgivet - 2015
BegivenhedEECERA anual conference Tallinn 2013 - Tallinn, Estland

Konference

KonferenceEECERA anual conference Tallinn 2013
LokationTallinn University
LandEstland
ByTallinn
Periode28/08/201331/08/2013

    Emneord

  • Læring, Participation, Curriculum , Early childhood, children's perspective, Lærerprofession

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