Promoting Children's Participation: The Role of Teachers in Preschool and Primary School Learning Sessions

Autor/inn/en	Hannikainen, Maritta; Rasku-Puttonen, Helena
Titel	Promoting Children's Participation: The Role of Teachers in Preschool and Primary School Learning Sessions
Quelle	In: Early Years: An International Journal of Research and Development, 30 (2010) 2, S.147-160 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
Schlagwörter	Classroom Techniques; Preschool Teachers; Elementary School Teachers; Student Participation; Teacher Role; Classroom Environment; Observation; Teacher Student Relationship; Interaction; Age Differences; Interpersonal Relationship; Creativity; Student Motivation; Foreign Countries; Teaching Methods; Finland + Suchen Sie Ihr Suchwort? Klassenführung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerrolle; Klassenklima; Unterrichtsklima; Beobachtung; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Age; Difference; Age difference; Altersunterschied; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kreativität; Schulische Motivation; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Finnland
Abstract	The aim of this study is to provide insights into the social construction of participation in joint activities in Finnish preschool and primary school classrooms. The article deals with two issues: How do teachers promote participation in a preschool classroom as compared with a primary school classroom? What similarities and differences are found? It also considers the question of how the similarities contribute to the continuity from preschool to primary school in terms of participation. Based on observation data insights are provided into the interactions between teachers and children by using extracts from teacher-led learning sessions. The teachers used a diversity of strategies to promote participation in both contexts. In the preschool the focus was on participation and interaction as such, whereas in the primary school the emphasis was more clearly on academic learning. The findings suggest that teacher support of active participation and friendly relationships, together with creative and playful activities in the preschool, enrich children's curiosity, and nourish children's motivation for and interests in academic learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10