Tre förskollärares undervisning i teknik – en utvecklingspedagogisk analys av det avsedda och det manifesta lärandeobjektet <br/> Three preschool teachers’ teaching in technology - an analysis of the intended and the enacted object of learning

The analysis of three activities from two different preschool units is presented. The aim is to show how the actions of the preschool teachers affect children’s learning possibilities in each activity with regard to the technology in children’s surrounding world. The aim is chosen because previous research have shown the intentions of preschool teachers are not always realized, and that teaching about the technology in the surrounding world is rare. The analysis uses a developmental pedagogy perspective and shows the relation between the intended and the enacted object of learning in each activity. The study shows that the participating preschool teachers are active in children’s learning, have a pedagogical plan where children’s perspectives are observed and regarded, and perform teaching where the technology in the surrounding world is treated and made visible. To what degree the intended object of learning is enacted varies, and possible causes for this are discussed.

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Preschool Children’s Learning Opportunities Using Natural Numbers in Number Row Activities

Early Childhood Education Journal ◽

10.1007/s10643-020-01114-9 ◽

2020 ◽

Author(s):

Maria Alkhede ◽

Mona Holmqvist

Keyword(s):

Preschool Teachers ◽

Learning Opportunities ◽

Learning Activities ◽

Variation Theory ◽

Mathematical Activity ◽

Children’S Learning ◽

Video Recordings ◽

Nominal Form ◽

Limited Variation ◽

Children's Learning

Abstract This study analysed how preschool teachers differently enacted the same mathematical activity for preschool children to discern numbers, and how this affected the children’s learning opportunities during the activity. The analysis was based on variation theory and Chi’s taxonomy of learning activities. Two Swedish preschool teachers’ enactment of the same mathematical activity for 27 children aged 4–6 years was studied. Video recordings of what the children were offered to discern were used in the analysis. The results indicate that variations in how the teachers chose to enact the activity produced two different learning opportunities for the children. Differences in what aspects were made discernible were closely linked to the characteristics of the activity implemented. The enactments differed even if the same game was chosen and the same amount of time was used in the play-based activity. In one preschool group, there were few opportunities to discern more than the nominal form of numbers; the other preschool group had an activity focused on all number forms simultaneously. In addition, in the latter group, the children had the opportunity to develop equinumerosity. The results suggest that the activity with limited variation was more appropriate for learning with undeveloped knowledge; the children with more developed understanding required a more varied design. This study contributes to the knowledge of how the design of an activity affects children’s learning differently, which is important when planning learning-based preschool activities.

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Young children’s experience of aesthetics in preschool

Tidsskrift for Nordisk Barnehageforskning ◽

10.7577/nbf.457 ◽

2013 ◽

Vol 6 ◽

Cited By ~ 1

Author(s):

Ingrid Pramling Samuelsson ◽

Sonja Sheridan ◽

Mikael Hansen

Keyword(s):

Young Children ◽

Preschool Teachers ◽

Early Learning ◽

Research Project ◽

Children’S Learning ◽

A Current ◽

Children's Learning

This article aims to investigate young children’s experience of aesthetic activities in preschool. The result is based on preschool teachers’ mapping during a two-week period of what toddlers (1.5 to 3.4 years) are offered or take initiatives themselves to, within the area of aesthetics. The 24 preschools where the mapping was done have been participating in a larger research project called, Children’s early learning. A current study of preschool as an environment for children’s learning (Sheridan, Pramling Samuelsson & Johansson, 2009). This means that we also had data on the quality of the participating preschools, based on ECERS (Harms & Clifford, 1980; Sheridan, 2007), which we linked to children’s experience in aesthetics. The result shows that there is a large variation between the amount and kind of aesthetic activities in preschool that young children can participate in.

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