Interacting with the Child in Preschool: A Crossroad in Early Childhood Education

Autor/in	Lindahl, Ingrid
Titel	Interacting with the Child in Preschool: A Crossroad in Early Childhood Education
Quelle	In: European Early Childhood Education Research Journal, 23 (2015) 1, S.55-68 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2014.991095
Schlagwörter	Preschool Teachers; Preschool Education; Preschool Children; Teacher Student Relationship; Interaction; Context Effect; Educational Environment; Student Characteristics; Video Technology; Lesson Plans; Planning; Instructional Design; Theories; Educational Philosophy; Learning Processes; Teaching Methods; Student Participation; Ethics + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lesson planning; Unterrichtsplanung; Ablaufplanung; Planungsprozess; Lesson concept; Lessonplan; Unterrichtsentwurf; Theory; Theorie; Bildungsphilosophie; Erziehungsphilosophie; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ethik
Abstract	How can preschool teachers approach multiplicity and complexity in the preschool? The aim of this article is to discuss two approaches to education, one based on design and the other on open reflection, and to propose "situational sensitivity" as a concept connected within the latter approach. Special attention is paid to the ethical encounter with the child. The first approach is characterised by learning study, didactic analysis, advocate planning, and educational designs, and is guided by a logic which reduces multiplicity. The second approach to education, exemplified here in the "Wondering Together" project, stresses a more open, reflective attitude that welcomes multiplicity. I argue that situational sensitivity is an expression of that open, welcoming logic. Situational sensitivity supports the concept of "bildung," the development of the whole person, by educating towards the knowledge necessary for understanding the world and by honouring the child's experience and perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01