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Iscensättning av undervisning: målrelationellt lärande i förskolan
Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.ORCID iD: 0000-0001-9547-2892
Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.ORCID iD: 0000-0003-3353-6170
Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.ORCID iD: 0000-0003-2960-2673
Department of Early Childhood and Art Education, Brooklyn College, City University of New York, USA.
2018 (Swedish)In: Barn, ISSN 0800-1669, Vol. 36, no 3-4, p. 109-126Article in journal (Refereed) Published
Abstract [sv]

Förskolan i Sverige har blivit en del av skolväsendet och begrepp från skolans värld överförs till och ska gälla även för förskolan, däribland undervisning och utbildning. Undervisning definieras i skollagen som målstyrda och lärarledda processer. Vi vill med artikeln bidra till kunskapandet om hur undervisning i förskolan kan förstås. Med begreppen iscensättning och målrelationella- kontra målrationella lärandeprocesser analyserar vi delar av ett årslångt utforskande- och lekprojekt i en förskola. Baserat på analysen argumenterar vi för en målrelationell ansats för att tänka kring och arrangera för målstyrda processer i förskolan.

Abstract [en]

Since 1998, preschool provision in Sweden has been supervised through the Ministry of Edu-cation. Since then, concepts from compulsory schooling have been formally incorporated in this provision. Teaching, is a particularly striking example, as it is currently applied to pre-school based on the definition in the Swedish school law: “teacher-led, goal-oriented pro-cesses.” This paper contributes knowledge concerning how teaching in preschool can be un-derstood. Drawing on the concepts of staging, and goal-relational versus goal-rational pro-cesses, we present analyses of preschool activities documented as part of a year-long project focused on children’s socio-dramatic play and exploration. We argue for a goal-relational ap-proach to thinking about and arranging for goal-directed processes in preschool.

Place, publisher, year, edition, pages
Norsk senter for barneforskning (Noseb), 2018. Vol. 36, no 3-4, p. 109-126
National Category
Didactics
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URN: urn:nbn:se:hj:diva-42288DOI: 10.5324/barn.v36i3-4.2900Local ID: HLKPUFISOAI: oai:DiVA.org:hj-42288DiVA, id: diva2:1270282
Available from: 2018-12-12 Created: 2018-12-12 Last updated: 2019-01-10Bibliographically approved

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Nilsson, MonicaLecusay, RobertAlnervik, KarinFerholt, Beth

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