Daghemsvistelse I Retrospektivt Perspektiv: En teori- och metodprovande studie (Daycare in Retrospect).

Autor/in	Torstenson-Ed, Tullie
Institution	Linkoping Univ. (Sweden). Dept. of Education and Psychology.
Titel	Daghemsvistelse I Retrospektivt Perspektiv: En teori- och metodprovande studie (Daycare in Retrospect).
Quelle	(1994), (199 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	schwedisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0282-4957
ISBN	91-7871-247-5
Schlagwörter	Adults; Children; Classroom Environment; Day Care Centers; Day Care Effects; Developmental Psychology; Early Experience; Foreign Countries; Interviews; Long Term Memory; Preschool Children; Preschool Education; Preschool Teachers; Recall (Psychology); Research Methodology; Stimuli; Test Validity; Sweden + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Klassenklima; Unterrichtsklima; Day care centres; Hort; Entwicklungspsychologie; Frühbeginn; Ausland; Interviewing; Interviewtechnik; Langzeitgedächtnis; Pre-school age; Preschool age; Children; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Abberufung; Research method; Forschungsmethode; Anreizsystem; Testvalidität; Schweden
Abstract	This Swedish language report describes a preliminary study to test a retrospective life-history-inspired approach to studying children's experiences in a day care center, and whether children's experiences vary in different educational contexts and in relation to the teachers' experiences. The theoretical part of the study dealt with theories of developmental psychology and of memory theory as well as sociological theory. The empirical part of the study included 12 former preschool children in three age groups, 10, 15 and 20 years of age, and 2 preschool teachers, all with experience at the same day care center. The method tested was a retrospective life-history-inspired interview with stimulated recall: a tour of the day care center. The study showed that this method gives access to varied and profound memories from the preschool period and that it gives both an individual and a collective meaning from the children's perspective. The preliminary results underline the importance of peers. Both agreement and non-agreement between different informants were important. Another preliminary result indicated that children and preschool teachers have a shared, overall picture of the emotional atmosphere in the educational context. This overall picture varies in different contexts at different times. Self concept, memory, and time axis are concepts common to the different theories and may be used to analyze children's day care center experiences and their long-term effects. Contains 130 references. (Author/HTH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC