Teaching in preschool
2015 (English)In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 15, 20-36 p.Article in journal (Refereed) Published
The present study investigates the practice of teaching in preschool. Similarities and differences in Swedish science education in compulsory school and preschool practice are compared. This is executed by a study of teacher’s participation in the meaning making process in the activities. The empirical material consists of video observations and field notes from preschool and compulsory school. A pragmatist approach is used to analyse the activities.
The result shows that even though no learning goals are articulated by the preschool teachers the analyses show that the teachers direct children in specific ways. Teaching in this context is understood as an action to direct children’s meaning making towards what is considered relevant in the practice.
The study shows that children in both preschool and compulsory school learn the central principle to make investigations. The actions made by the teachers do not look like teacher-centered-teaching where play and caring necessarily is ignored. If teaching can be defined as directing children’s attention into a certain direction in line with the curriculum, teaching is a central activity through the whole day in preschool.
Place, publisher, year, edition, pages
2015. Vol. 15, 20-36 p.
Teaching, meaning making, preschool, investigation, video observations
Research subject Curriculum Studies
IdentifiersURN: urn:nbn:se:uu:diva-215080OAI: oai:DiVA.org:uu-215080DiVA: diva2:685982