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Barns möjligheter att utveckla en kritisk handlingsförmåga: En studie av meningsskapande i förskolans praktik
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (SMED)
2016 (Swedish)In: Utbildning & Demokrati, ISSN 1102-6472, Vol. 24, no 2, 73-90- p.Article in journal (Refereed) Published
Place, publisher, year, edition, pages
2016. Vol. 24, no 2, 73-90- p.
Keyword [en]
sustainable development, preschool, critical action competence
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
URN: urn:nbn:se:uu:diva-273921OAI: oai:DiVA.org:uu-273921DiVA: diva2:895512
Note

Children’s feasibility to develop a critical competence. A study

of meaning making in pre school practice. In education for sustainable

development (ESD) children can be taught in ways that enhance their critical

action competence. In this study, children’s meaning making is investigated

as they critically discuss rules during play. Comparing the observed practice

on the one hand and two teaching principles on the other, enables the

actions that are privileged to be described. The focus of the investigation

is morning play at a preschool. This play demonstrates which actions are

privileged and hence become relevant to perform. ESD research shows

that teachers often act in a normative way by indicating the right way to

act. The dominating practice at the observed preschool seems to match

previous research, which is that children largely follow the rules set by the

preschool without questioning them and therefore have no opportunity

to evaluate whether they are reasonable or not. The study shows that it

is important for teachers to encourage children to critically discuss the

rules of play and compare them with other possible alternatives.

Available from: 2016-01-19 Created: 2016-01-19 Last updated: 2016-01-26

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Output format
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