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

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

  • Stig Broström
  • Anette Sandberg, School of Education, Culture and Communication, Mälardalen University, PO Box 325, Eskilstuna 63105, Sweden, SverigeInge Johansson, Department of Child and Youth Studies, University of Stockholm, SverigeKey Margetts, dMelbourne Graduate School of Education, University of Melbourne, AustralienBerenice Nylande, School of Education, RMIT University, AustralienThorleif Frøkjær, Professionshøjskolen, University College Capital, DanmarkChrista Kieferle, Bavarian State Institute of Early Childhood Research Munich, Staatsinstitut für Frühpädagogik, TysklandAnja Seifert, Institute of Education, University of Education Ludwigsburg, TysklandAngela Roth, Bavarian State Institute of Early Childhood Research, Staatsinstitut für Frühpädagogik, TysklandAino Ugaste, jInstitute of Educational Sciences, Talinn University, EstlandKalliope Vrinioti, Department of Preschool Education, Pedagogic School of Florina, University of Western Macedonia, Grækenland
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.
Bidragets oversatte titelPædagogers syn på børns læring, et internationalt perspektiv
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 University, Tallinn, Estland
Varighed: 28 aug. 201331 aug. 2013

Konference

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

    Forskningsområder

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

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