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

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  • Stig Broström
  • Anette Sandberg, School of Education, Culture and Communication, Mälardalen University, PO Box 325, Eskilstuna 63105, Sweden, Sweden
  • Inge Johansson, Department of Child and Youth Studies, University of Stockholm, Sweden
  • Key Margetts, dMelbourne Graduate School of Education, University of Melbourne, Australia
  • Berenice Nylande, School of Education, RMIT University, Australia
  • Thorleif Frøkjær, Professionshøjskolen, University College Capital, Denmark
  • Christa Kieferle, Bavarian State Institute of Early Childhood Research Munich, Staatsinstitut für Frühpädagogik, Germany
  • Anja Seifert, Institute of Education, University of Education Ludwigsburg, Germany
  • Angela Roth, Bavarian State Institute of Early Childhood Research, Staatsinstitut für Frühpädagogik, Germany
  • Aino Ugaste, jInstitute of Educational Sciences, Talinn University, Estonia
  • Kalliope Vrinioti, Department of Preschool Education, Pedagogic School of Florina, University of Western Macedonia, Greece
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.
Original languageEnglish
JournalEarly Child Development and Care
Volume185
Issue5
Pages (from-to)824-847
Number of pages26
ISSN0300-4430
DOIs
Publication statusPublished - 2015
EventEECERA anual conference Tallinn 2013 - Tallinn University, Tallinn, Estonia
Duration: 28 Aug 201331 Aug 2013

Conference

ConferenceEECERA anual conference Tallinn 2013
LocationTallinn University
CountryEstonia
CityTallinn
Period28/08/201331/08/2013

    Research areas

  • Læring, participation, Curriculum, Early childhood, Teachers perspective, Lærerprofession

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