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Preschool teachers' view on learning in preschool in Sweden and Denmark
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
2014 (English)In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 22, no 5, 590-603 p.Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to examine how preschool teachers in Sweden and Denmark perceive children's learning in preschool. The study aimed to answer the following questions: What is 'learning'? How do children learn? What are the best conditions for children's learning? What is the role of participation in children's learning? The results show that from the teacher's perspectives, children's learning is connected to children's social interaction and development in which the children's initiatives are crucial. Learning, to a great extent, results from children's active involvement. There are many similarities between how Danish and Swedish preschool teachers think of learning and participation. This supports earlier assumption about the coherence of Nordic preschool beliefs which unites education and care.

Place, publisher, year, edition, pages
2014. Vol. 22, no 5, 590-603 p.
Keyword [en]
learning, participation, curriculum, professional competence, preschool teacher, preschool
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:su:diva-111940DOI: 10.1080/1350293X.2012.746199ISI: 000345568400002OAI: oai:DiVA.org:su-111940DiVA: diva2:777081
Note

AuthorCount:4;

Available from: 2015-01-08 Created: 2015-01-08 Last updated: 2017-12-05Bibliographically approved

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