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Do we trust the process? Learning in preschool
Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.ORCID iD: 0000-0003-2960-2673
Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.ORCID iD: 0000-0001-9547-2892
2014 (English)In: Us, Them & Me: Universal, Targeted Or Individuated Early Childhood Programmes: Abstract Book, European Early Childhood Education Research Association (EECERA) , 2014Conference paper, Abstract (Refereed)
Abstract [en]

The aim is to develop knowledge about young children’s learning of academic concepts as embodied actions and through imagination. In the Swedish preschool curriculum academic subjects such as math and science has been emphasised and the teachers are required to document, what is formulated, as the child’s ‘changed knowing’. There are tendencies that changed knowing is interpreted within two discourses: Goalrational learning versus goalrelational learning. In the former, learning academic subjects becomes a cognitive endeavour similar to teaching older children. In goal relational approaches curriculum goals are interpreted as tools in exploratory processes. We take a sociocultural perspective and apply Wartofsky’s idea of bodily representations and concepts. The empirical data is teachers’ pedagogical documentation in terms of photo images, dialogues between children-children and children-pedagogues and the pedagogues reflections. Interaction and conversation analysis based on the conceptual framework. The pedagogical documentation has been approved for research analysis. We had follow the Swedish ethical rules and guidelines for research in the humanities and social sciences. The result shows that in projects where preschool curriculum goals as, for example math and science, are considered as ‘tools’ and where children are enabled to engage with their whole body and through imagination, scientific concepts become tools in their exploration. An implication is the significance in preschool of taking children’s interest and engagement with their whole body as well as imagination as necessary components in learning processes.

Place, publisher, year, edition, pages
European Early Childhood Education Research Association (EECERA) , 2014.
Keyword [en]
goalrational, goalrelational, imagination, exploratory learning, bodily expressions
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hj:diva-25137OAI: oai:DiVA.org:hj-25137DiVA: diva2:762397
Conference
24th EECERA Conference, Crete, Greece 7th — 10th September 2014
Available from: 2014-11-11 Created: 2014-11-11 Last updated: 2016-08-11Bibliographically approved

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CiteExportLink to record
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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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Output format
  • html
  • text
  • asciidoc
  • rtf