Broström professor m.so., Stig7; Frøkjær, Thorleif4; Johansson, Inge5; Sandberg, Anette6
1 Department of Education - Curriculum Research, Danish School of Education, Arts, Aarhus University2 Forskningsenheden Barndom, læring og didaktik (småbørnspædagogik), Danish School of Education, Aarhus University, Aarhus University3 Danish School of Education - General Education, Emdrup, Danish School of Education, Arts, Aarhus University4 University College Capital5 Stockholm University6 Mälardalen University7 Danish School of Education - General Education, Emdrup, Danish School of Education, Arts, Aarhus University
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.
European Early Childhood Education Research Journal, 2014, Vol 22, Issue 5, p. 590-603
curriculum; Early childhood; preschool teacher; Læring; Participation; personal competence; Dagtilbud; Internationale komparative undersøgelser