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Preschool teachers' views on children's learning: an international perspective
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
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Number of Authors: 112015 (English)In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 185, no 5, p. 824-847Article in journal (Refereed) Published
Abstract [en]

This comparative study investigated the perspectives of preschool teachers in Australia, Denmark, Estonia, German, Greece and Sweden about learning and participation in preschool. A structured survey questionnaire investigated four main questions: What situations can be characterised as learning? What activities are important for learning? What are the best conditions for children's learning? How do preschool teachers understand participation in relation to children's learning in preschool? Results suggest that play, interactions with other children and adults, the provision of different activities and teacher support are important for children's learning. While similarities were noted, results indicate some disparity between countries and a further in-depth interview-style study is recommended to provide a deeper understanding of teachers' perspectives and practices around children's learning.

Place, publisher, year, edition, pages
2015. Vol. 185, no 5, p. 824-847
Keywords [en]
participation, learning, curriculum, teacher's perspectives, preschool
National Category
Educational Sciences Psychology
Identifiers
URN: urn:nbn:se:su:diva-176215DOI: 10.1080/03004430.2014.958483ISI: 000354271300011OAI: oai:DiVA.org:su-176215DiVA, id: diva2:1373562
Available from: 2019-11-27 Created: 2019-11-27 Last updated: 2019-11-27Bibliographically approved

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