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Teaching in preschool
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (SMED)
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (SMED)
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (SMED)
2015 (English)In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 15, 20-36 p.Article in journal (Refereed) Published
Abstract [en]

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.
Keyword [en]
Teaching, meaning making, preschool, investigation, video observations
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
URN: urn:nbn:se:uu:diva-215080OAI: oai:DiVA.org:uu-215080DiVA: diva2:685982
Available from: 2014-01-10 Created: 2014-01-10 Last updated: 2017-12-06
In thesis
1. Förskola för hållbar utveckling: Förutsättningar för barns utveckling av handlingskompetens för hållbar utveckling
Open this publication in new window or tab >>Förskola för hållbar utveckling: Förutsättningar för barns utveckling av handlingskompetens för hållbar utveckling
2014 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The overall aim of the thesis is to contribute with knowledge about the conditions for preschool children’s meaning making with regard to sustainable development. With a focus on critical actions, the thesis explores how education is executed and how a critical action may be conducted in a preschool practice.

Different teaching situations in preschool have been analysed in order to determine how and which actions are privileged in the various situations, what the consequences of these actions are, and what kind of conditions that enable children to develop critical action competence.

The results show that teachers affect children’s meaning making by directing actions toward a specific learning content. The conditions in which children learn action competences for sustainable development may be affected by which actions are privileged or excluded in the situation. The analyses of conditions for children to act critically in this thesis are when:

  • the teacher aims the attention towards a pluralistic teaching content, where the content consists of value judgments.
  • variations of views are highlighted – by the help of other children or from example different viewpoints in a book.
  • children have the courage or/and feel safe expressing contradicting views.

Although the situations in which children act critically are few and far between in the empirical material, they do exist and are important to highlight, especially as few other studies explore what meaning making processes look like when critical actions are privileged. The thesis therefore contributes to the research by providing analyses of situations in which children act critically in preschool.

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2014. 108 p.
Series
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Educational Sciences, 3
Keyword
teaching, preschool, sustainable development, children, action competence
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-215087 (URN)978-91-554-8840-6 (ISBN)
Public defence
2014-02-26, Gunnar Johansson 14:K120, Blåsenhus, Uppsala, 10:15 (Swedish)
Opponent
Supervisors
Available from: 2014-02-03 Created: 2014-01-10 Last updated: 2014-02-10

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Almqvist, Jonas

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