Preschool--An Arena for Children's Learning of Social and Cognitive Knowledge

Autor/inn/en	Williams, Pia; Sheridan, Sonja; Sandberg, Anette
Titel	Preschool--An Arena for Children's Learning of Social and Cognitive Knowledge
Quelle	In: Early Years: An International Journal of Research and Development, 34 (2014) 3, S.226-240 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2013.872605
Schlagwörter	Foreign Countries; Preschool Children; Preschool Education; Preschool Teachers; Preschool Curriculum; Interviews; Learning Theories; Child Development; Cognitive Development; Cognitive Processes; Social Cognition; Qualitative Research; Validity; Reliability; Sweden; Sweden (Stockholm) + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Interviewing; Interviewtechnik; Learning theory; Lerntheorie; Kindesentwicklung; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Soziale Kognition; Qualitative Forschung; Gültigkeit; Reliabilität; Schweden
Abstract	The aim is to investigate Swedish preschool teachers' accounts of children's learning in relation to the goals in the Swedish preschool curriculum. The research question is: "What do preschool teachers see as fundamental aspects of learning in preschool practice?" The study is based on interactionist perspectives founded in Urie Bronfenbrenner's ecological systems theory in which individuals and environment influence each other in a dynamic, reciprocal interaction. The data consist of interviews. The results show two themes that describe what teachers express as fundamental learning aspects in preschool practice:" children's learning of social knowledge" and "children's learning of social and cognitive knowledge as integrated." The results show that some preschool teachers view social knowledge as fundamental to children's learning. Others have a broader learning-oriented approach, which is grounded in the Swedish preschool curriculum and in modern theories of learning. This is an integrated learning approach, which is assumed to promote children's learning and development in a long-term perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10