The Educational Nature of Different Ways Teachers Communicate with Children about Natural Phenomena

Autor/inn/en	Gustavsson, Laila; Pramling, Niklas
Titel	The Educational Nature of Different Ways Teachers Communicate with Children about Natural Phenomena
Quelle	In: International Journal of Early Years Education, 22 (2014) 1, S.59-72 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2013.809656
Schlagwörter	Teaching Methods; Science Education; Natural Resources; Interpersonal Communication; Play; Preschool Children; Early Childhood Education; Preschool Education; Theories; Foreign Countries; Outdoor Education; Video Technology; Wildlife; Sweden + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Naturwissenschaftliche Bildung; Natural Ressource; Natürliche Ressource; Interpersonale Kommunikation; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Theory; Theorie; Ausland; Freiluftunterricht; Schweden
Abstract	This empirical study analyses the qualitatively different ways in which teachers approach children's learning in and about nature. The empirical data consists of video observations of children and teachers communicating with one another around natural phenomena found during excursions into a forest. Variation theory is presented as a framework for analysing the opportunities teachers provide for children's learning. The study identifies three qualitatively different ways in which teachers communicate with children: one based on the principle of opening up dimensions of variation, the second building on presumed shared previous experience as a resource for making sense of a novel observation and the third involving children through using a make-believe playful approach. The implications of these three different approaches for children's learning are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10