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

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Standard

Preschool teacher's view on learning in preschool in Sweden and Denmark. / Broström, Stig; Frøkjær, Thorleif ; Johansson, Inge; Sandberg, Anette.

In: European Early Childhood Education Research Journal, Vol. 22, No. 5, 2014, p. 590-603.

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaperJournal articleResearchpeer-review

Harvard

Broström, S, Frøkjær, T, Johansson, I & Sandberg, A 2014, 'Preschool teacher's view on learning in preschool in Sweden and Denmark', European Early Childhood Education Research Journal, vol. 22, no. 5, pp. 590-603. https://doi.org/10.1080/1350293X.2012.746199

APA

Broström, S., Frøkjær, T., Johansson, I., & Sandberg, A. (2014). Preschool teacher's view on learning in preschool in Sweden and Denmark. European Early Childhood Education Research Journal, 22(5), 590-603. https://doi.org/10.1080/1350293X.2012.746199

CBE

Broström S, Frøkjær T, Johansson I, Sandberg A. 2014. Preschool teacher's view on learning in preschool in Sweden and Denmark. European Early Childhood Education Research Journal. 22(5):590-603. https://doi.org/10.1080/1350293X.2012.746199

MLA

Vancouver

Broström S, Frøkjær T, Johansson I, Sandberg A. Preschool teacher's view on learning in preschool in Sweden and Denmark. European Early Childhood Education Research Journal. 2014;22(5):590-603. https://doi.org/10.1080/1350293X.2012.746199

Author

Broström, Stig ; Frøkjær, Thorleif ; Johansson, Inge ; Sandberg, Anette. / Preschool teacher's view on learning in preschool in Sweden and Denmark. In: European Early Childhood Education Research Journal. 2014 ; Vol. 22, No. 5. pp. 590-603.

Bibtex

@article{8441e345a1764e708fb7bd52c9be53e1,
title = "Preschool teacher's view on learning in preschool in Sweden and Denmark",
abstract = "The aim of this study was to examine how preschool teachers in Sweden and Denmark perceive children{\textquoteright}s learning in preschool. The study aimed to answer the following questions: What is {\textquoteleft}learning{\textquoteright}? How do children learn? What are the best conditions for children{\textquoteright}s learning? What is the role of participation in children{\textquoteright}s learning? The results show that from the teacher{\textquoteright}s perspectives, children{\textquoteright}s learning is connected to children{\textquoteright}s social interaction and development in which the children{\textquoteright}s initiatives are crucial. Learning, to a great extent, results from children{\textquoteright}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.",
keywords = "curriculum, Early childhood, preschool teacher, L{\ae}ring, Participation, personal competence, Dagtilbud, Internationale komparative unders{\o}gelser, Dagtilbud, Early childhood, L{\ae}ring, Internationale komparative unders{\o}gelser",
author = "Stig Brostr{\"o}m and Thorleif Fr{\o}kj{\ae}r and Inge Johansson and Anette Sandberg",
year = "2014",
doi = "10.1080/1350293X.2012.746199",
language = "English",
volume = "22",
pages = "590--603",
journal = "European Early Childhood Education Research Journal",
issn = "1350-293X",
publisher = "Routledge",
number = "5",

}

RIS

TY - JOUR

T1 - Preschool teacher's view on learning in preschool in Sweden and Denmark

AU - Broström, Stig

AU - Frøkjær, Thorleif

AU - Johansson, Inge

AU - Sandberg, Anette

PY - 2014

Y1 - 2014

N2 - 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.

AB - 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.

KW - curriculum

KW - Early childhood

KW - preschool teacher

KW - Læring

KW - Participation

KW - personal competence

KW - Dagtilbud

KW - Internationale komparative undersøgelser

KW - Dagtilbud

KW - Early childhood

KW - Læring

KW - Internationale komparative undersøgelser

U2 - 10.1080/1350293X.2012.746199

DO - 10.1080/1350293X.2012.746199

M3 - Journal article

VL - 22

SP - 590

EP - 603

JO - European Early Childhood Education Research Journal

JF - European Early Childhood Education Research Journal

SN - 1350-293X

IS - 5

ER -