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Preschool teacher's view on learning in preschool in Sweden and Denmark

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  • Stig Broström
  • Thorleif Frøkjær, University College Capital
  • ,
  • Inge Johansson, Stockholm University, Sweden
  • Anette Sandberg, Mälardalen University, Sweden
The aim of this study was to examine how preschool teachers in
Sweden and Denmark perceive children’s learning in preschool. The study aimed
to answer the following questions: What is ‘learning’? How do children learn?
What are the best conditions for children’s learning? What is the role of
participation in children’s learning? The results show that from the teacher’s
perspectives, children’s learning is connected to children’s social interaction and
development in which the children’s initiatives are crucial. Learning, to a great
extent, results from children’s active involvement. There are many similarities
between how Danish and Swedish preschool teachers think of learning and
participation. This supports earlier assumption about the coherence of Nordic
preschool beliefs which unites education and care.
Original languageEnglish
JournalEuropean Early Childhood Education Research Journal
Volume22
Issue5
Pages (from-to)590-603
Number of pages14
ISSN1350-293X
DOIs
Publication statusPublished - 2014

    Research areas

  • Dagtilbud, Early childhood, Læring, Internationale komparative undersøgelser

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