Grounded in about 200 stories and narratives from early childhood education (Kindergarten) we present both a formal and a substantive analysis of the logic of pedagogical knowledge in action. We show how pedagogues focus on the child´s being in the world in everydaylife is the basis for systematic attentiveness, tactful actions and narrative pedagogical considerations . Main beacons are subjectification -the indvidual child´s unique being- , socialisation - the childs participation in a given social order- and civilization (the emergence of childrens own inclusive communities), and we notice how pedagogues continually stimulate and frame the child´s own labour on his/her will. We note a remarkable continuity in Danish ECE and we stress that the pedagogical qualities we find neither are learned only by formal education nor can be transmitted in planned interventions.
|Translated title of the contribution||Knowledge at play in early childhood education (Kindergarten)|
|Conference||Viden i spil i daginstitutioner|
|Period||15/06/17 → …|
- learning, educational science and teaching