Children’s perspective on learning: an international study in Denmark, Estonia, Germany and Sweden

Publikation: Forskning - peer reviewTidsskriftartikel

DOI

  • Stig Broström
  • Anette Sandberg
    Anette SandbergMälardalen UniversitySverige
  • Inge Johansson
    Inge JohanssonStockholm UniversitetSverige
  • Thorleif Frøkjær
    Thorleif FrøkjærUniversity College CapitalDanmark
  • 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
  • Maire Tull
    Maire TullTallinn UniversityEstland
  • Aino Ugaste
    Aino UgasteTallinn UniversityEstland
  • Meeli Laan
    Meeli LaanTallinn UniversityEstland
Bidragets oversatte titelBørns syn på egen læring : Et internaionalt sudie i Danmark, Estland, Tyskland og Sverige
This article explores how some children in
Denmark, Estonia, Germany and Sweden describe their
perspective on learning. The aim of the international study
is to gain knowledge of how preschool children in Sweden,
Denmark, Estonia and Germany reflect and perceive their
learning in preschool and other surrounding social contexts.
The results are based on 51 focus group interviews
from 181 children. The results indicate that, in general,
children from all four countries seem to be aware of their
own learning. One can conclude that encouraging children
to think about what they are doing and why they are doing
it makes the activities more goal-oriented from the children’s
perspective and thus more conscious. Children are
able to describe their own perspectives on learning.
OriginalsprogEngelsk
TidsskriftEarly Childhood Education Journal
Vol/bind45
Tidsskriftsnummer1
Sider (fra-til)71-81
Antal sider11
ISSN1082-3301
DOI
StatusUdgivet - 10 jan. 2017

    Emneord

  • Children’s perspective , Læring, Children’s knowledge, Focus group interviews with children, Early childhood, Internationale komparative undersøgelser

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