Aarhus University Seal / Aarhus Universitets segl

Læring i overgang mellem dagtilbud og skole

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

Standard

Læring i overgang mellem dagtilbud og skole. / Broström, Stig.

I: Pædagogisk Psykologisk Tidsskrift, Bind 50, Nr. 3, 2013, s. 60-71.

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

Harvard

Broström, S 2013, 'Læring i overgang mellem dagtilbud og skole', Pædagogisk Psykologisk Tidsskrift, bind 50, nr. 3, s. 60-71.

APA

Broström, S. (2013). Læring i overgang mellem dagtilbud og skole. Pædagogisk Psykologisk Tidsskrift, 50(3), 60-71.

CBE

Broström S. 2013. Læring i overgang mellem dagtilbud og skole. Pædagogisk Psykologisk Tidsskrift. 50(3):60-71.

MLA

Broström, Stig. "Læring i overgang mellem dagtilbud og skole". Pædagogisk Psykologisk Tidsskrift. 2013, 50(3). 60-71.

Vancouver

Broström S. Læring i overgang mellem dagtilbud og skole. Pædagogisk Psykologisk Tidsskrift. 2013;50(3):60-71.

Author

Broström, Stig. / Læring i overgang mellem dagtilbud og skole. I: Pædagogisk Psykologisk Tidsskrift. 2013 ; Bind 50, Nr. 3. s. 60-71.

Bibtex

@article{c886328396e8465c90d48277ded6ebc2,
title = "L{\ae}ring i overgang mellem dagtilbud og skole",
abstract = "AbstractThis article deals with learning in relation to children{\textquoteright}s transition to school. The first part focuses on transition from preschool to school, and a numbers of challenges are mentioned. The general problem is described as lack of continuity between preschool and school. In order to reduce this problem the author suggests implementation of so-called transition strategies and activities. Besides a number of transition activities, the author argues for the need of a shared learning concept for preschool teachers and teachers from school, - a play-oriented learning concept. In the second part the author crystallises a numbers of play characteristics which also are seen in a socio-cultural understanding of learning. Such a shared learning concept might pave the way for a successful transition from preschool to school.Overgang fra b{\o}rnehave til skoleDenne artikel falder i to dele. Den f{\o}rste del beskriver problemer og muligheder i forbindelse med barnets overgang fra b{\o}rnehave til skole. For at hj{\ae}lpe alle b{\o}rn til en succesfuld skolestart m{\aa} b{\o}rnehave og skole indg{\aa} i et forpligtende samarbejde med henblik p{\aa} at konstruere brugbare overgangsprincipper samt at iv{\ae}rks{\ae}tte overgangsaktiviteter. I den anden del uddybes overgangsprincippet {\textquoteright}et f{\ae}lles l{\ae}ringsbegreb for dagtilbud og skole{\textquoteright}.",
keywords = "B{\o}rnehave, skole, overgang, et udvidet l{\ae}ringsbegreb, L{\ae}ring, Folkeskole, Grundskole, Dagtilbud, L{\ae}ring, Folkeskole, Grundskole, Dagtilbud",
author = "Stig Brostr{\"o}m",
year = "2013",
language = "Dansk",
volume = "50",
pages = "60--71",
journal = "P{\ae}dagogisk Psykologisk Tidsskrift",
issn = "1903-0002",
publisher = "Forlaget Skolepsykologi",
number = "3",

}

RIS

TY - JOUR

T1 - Læring i overgang mellem dagtilbud og skole

AU - Broström, Stig

PY - 2013

Y1 - 2013

N2 - AbstractThis article deals with learning in relation to children’s transition to school. The first part focuses on transition from preschool to school, and a numbers of challenges are mentioned. The general problem is described as lack of continuity between preschool and school. In order to reduce this problem the author suggests implementation of so-called transition strategies and activities. Besides a number of transition activities, the author argues for the need of a shared learning concept for preschool teachers and teachers from school, - a play-oriented learning concept. In the second part the author crystallises a numbers of play characteristics which also are seen in a socio-cultural understanding of learning. Such a shared learning concept might pave the way for a successful transition from preschool to school.Overgang fra børnehave til skoleDenne artikel falder i to dele. Den første del beskriver problemer og muligheder i forbindelse med barnets overgang fra børnehave til skole. For at hjælpe alle børn til en succesfuld skolestart må børnehave og skole indgå i et forpligtende samarbejde med henblik på at konstruere brugbare overgangsprincipper samt at iværksætte overgangsaktiviteter. I den anden del uddybes overgangsprincippet ’et fælles læringsbegreb for dagtilbud og skole’.

AB - AbstractThis article deals with learning in relation to children’s transition to school. The first part focuses on transition from preschool to school, and a numbers of challenges are mentioned. The general problem is described as lack of continuity between preschool and school. In order to reduce this problem the author suggests implementation of so-called transition strategies and activities. Besides a number of transition activities, the author argues for the need of a shared learning concept for preschool teachers and teachers from school, - a play-oriented learning concept. In the second part the author crystallises a numbers of play characteristics which also are seen in a socio-cultural understanding of learning. Such a shared learning concept might pave the way for a successful transition from preschool to school.Overgang fra børnehave til skoleDenne artikel falder i to dele. Den første del beskriver problemer og muligheder i forbindelse med barnets overgang fra børnehave til skole. For at hjælpe alle børn til en succesfuld skolestart må børnehave og skole indgå i et forpligtende samarbejde med henblik på at konstruere brugbare overgangsprincipper samt at iværksætte overgangsaktiviteter. I den anden del uddybes overgangsprincippet ’et fælles læringsbegreb for dagtilbud og skole’.

KW - Børnehave

KW - skole

KW - overgang

KW - et udvidet læringsbegreb

KW - Læring

KW - Folkeskole

KW - Grundskole

KW - Dagtilbud

KW - Læring

KW - Folkeskole

KW - Grundskole

KW - Dagtilbud

M3 - Tidsskriftartikel

VL - 50

SP - 60

EP - 71

JO - Pædagogisk Psykologisk Tidsskrift

JF - Pædagogisk Psykologisk Tidsskrift

SN - 1903-0002

IS - 3

ER -