Preschool teachers´ views on childrens learning.

Stig Brostrøm, Anette Sandberg, Inge Johansson, Kay Margetts, Berenice Nyland, Thorleif Frøkjær, Christa Kieferle, Anja Seifert, Angela Roth, Aino Ugaste, Kalliope Vrinioti

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    Abstract

    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.
    OriginalsprogEngelsk
    TidsskriftEarly Child Development and Care
    Vol/bind185
    Udgave nummer5
    Sider (fra-til)824-847
    ISSN0300-4430
    DOI
    StatusUdgivet - 2014

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