Children's Cultural Backpack and Preschool Education

Advances in Early Childhood and K-12 Education - Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education ◽

10.4018/978-1-7998-5770-9.ch009 ◽

2021 ◽

pp. 169-191

Author(s):

Karin Forsling

Keyword(s):

Learning Environment ◽

Interactive Learning ◽

Preschool Education ◽

Digital Tools ◽

Cultural Environment ◽

Interactive Learning Environment ◽

Research Project ◽

Design Based Research ◽

Starting Point ◽

Design Theories

This chapter centres on how children's informal acquisition of textual knowledge is used or not used when children and teachers interact in formal literacy situations involving digital tools in preschool. When an interactive learning environment becomes meaningful in the eyes of children, there is potential for creativity and learning and children become competent agents in their own context and cultural environment. The empirical starting point for the chapter is qualitative observations made for a research project at a Swedish preschool. The study was organised as design-based research. The study displayed an interesting dimension of interaction in which the child had or assumed agency in dialogue with an adult. This involved occasions when the teacher was responsive to understanding the child's cultural backpack. The study is based on didactic design theories. The perspective adds to the understanding of learning in relation to human sign-creating activities.

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On the bus and online: instantiating an interactive learning environment through design-based research

Interactive Learning Environments ◽

10.1080/10494820.2016.1171788 ◽

2016 ◽

Vol 25 (5) ◽

pp. 624-633 ◽

Cited By ~ 1

Author(s):

Ümit Kartoglu ◽

James L. Vesper ◽

Thomas C. Reeves

Keyword(s):

Learning Environment ◽

Interactive Learning ◽

Interactive Learning Environment ◽

Design Based Research

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Förskolans undervisning i möte med barns informella texterfarenheter

Educare - vetenskapliga skrifter ◽

10.24834/educare.2021.2.3 ◽

2021 ◽

pp. 41-67

Author(s):

Karin Elisabeth Forsling

Keyword(s):

Education Research ◽

Preschool Education ◽

Learning Processes ◽

Digital Tools ◽

Research Paradigm ◽

Design Based Research ◽

Children’S Agency ◽

Research Questions ◽

Design Theories ◽

Teaching Situations

Abstract This article focuses on how children’s informal acquisition of textual knowledge is used, or not used, in formal literacy situations involving digital tools in preschool education. Research questions were related to the interaction between children’s perspective and pedagogues’ understanding of knowledge and teaching. The study draws on didactic design theories focusing on the learning processes embracing children and adults (Selander & Kress, 2010). Central concepts for analysis are agency and flexibility. Firstly, the study examines how the children’s agency manifests in teaching situations. Secondly, it illuminates in what ways the pedagogues’ didactic flexibility becomes visible in the teaching situations. The study adheres to the design-based research paradigm. The pedagogues and the researcher together developed teaching situations involving digital tools. The results revealed the interaction dimension in which children had or assumed agency in dialogue with the pedagogues. This interaction was both context-creating and meaning-creating. However, the analysis also revealed that the children’s cultural backpacks were not used to the extent that could have been achievable in the teaching situations investigated.

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SPEECH DEVELOPMENT OF CHILDREN IN KINDERGARTEN IN A TEXT-CENTRIC AND INTERACTIVE LEARNING ENVIRONMENT

Education and Technologies Journal ◽

10.26883/2010.211.3134 ◽

2021 ◽

Vol 12 (1) ◽

pp. 144-152

Author(s):

Snezhanka Georgieva ◽

◽

Nora Balanska ◽

Keyword(s):

Learning Environment ◽

Text Comprehension ◽

Online Survey ◽

Interactive Learning ◽

Preschool Education ◽

Literary Text ◽

Speech Development ◽

Interactive Methods ◽

Interactive Learning Environment

This article presents an anonymous (for the purpose of objectivity) survey amongst 75 teachers from 27 kindergartens from all over the country. It analyses the kindergarten teachers’ attitude towards the role of text and interactivity when teaching Bulgarian Language and Literature. The online survey covers 20 questions divided into three semantic subgroups – teachers’ attitude towards the preliminary prep work for teaching; teachers’ point of view on the role of text in the speech development of children; teachers’ attitude towards the effects of using an interactive learning environment. Some of the questions are related to the presumption of the survey’s authors that part of the interactive methods (such as thinking cards, pictograms and book games) are not used actively enough to increase the effectiveness of language teaching in the modern kindergarten, that the text-centricity seldom departs from the framework of the traditional educational nuclei of working with literary text – Comprehension of the literary text and Recreation of the literary text. The data collected from these and the remaining groups of questions forms the basis of the conclusions on the speech development of children in mandatory preschool education groups.

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