"A Gigantic Pedagogical Leap": The Process of Shifts during Three Learning Study Projects in Swedish Early Childhood Education

Autor/inn/en	Ljung-Djärf, Agneta; Wennås Brante, Eva; Holmqvist Olander, Mona
Titel	"A Gigantic Pedagogical Leap": The Process of Shifts during Three Learning Study Projects in Swedish Early Childhood Education
Quelle	In: Journal of Education and Training Studies, 2 (2014) 1, S.19-30 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Early Childhood Education; Preschool Teachers; Foreign Countries; Play; Educational Practices; Preschool Children; Geometric Concepts; Meetings; Learning Processes; Educational Change; Teaching Methods; Toys; Learning Theories; Video Technology; Pretests Posttests; Learning Activities; Interviews; Sweden + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausland; Spiel; Bildungspraxis; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Elementare Geometrie; Meeting; Tagung; Learning process; Lernprozess; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Toy; Spielzeug; Learning theory; Lerntheorie; Lernaktivität; Interviewing; Interviewtechnik; Schweden
Abstract	Swedish early childhood education (ECE) offers a curriculum-based preschool for children aged one to five, and a preschool class for children aged six years. Activities in these programs have traditionally been based on play and having fun, avoiding structured activities with formal learning objectives. Due to indications that Swedish ECE has failed to use its resources to stimulate children's learning, the revised ECE curriculum now contains discernible learning objectives. This study analyses the process by which preschool teachers shifted their emphasis when participating in an learning study based on three projects conducted in Swedish ECE practice. In total, 14 preschool teachers, 95 children (2-6-year-olds), and five researchers participated. The objects of learning were: (1) 3D geometrical forms (2-3-year-olds), (2) organic decomposition (4-5-year-olds), and (3) the concept "twice as" (6-year-olds). The empirical material comprises 278 pre-, post-, and delayed post-tests, twelve planning meetings, and nine teaching activities. The results indicate that, during the projects, the initial focus on mere play expanded to include a focus on the object of learning. Three modes of change were discerned in how (1) the activities were framed, (2) the learning was perceived, and (3) the learning activities were conducted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01