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Att skapa läroplan för de yngsta barnen i förskolan barns perspektiv och nuets didaktik

Jonsson, Agneta, 1958- (författare)
Högskolan Kristianstad, Avdelningen för Pedagogik, Högskolan Kristianstad, Forskningsmiljön Barndom, Lärande och Utbildning (BALU), Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP), BALU, FoRP
Högskolan Kristianstad Sektionen för lärande och miljö. Avdelningen för Pedagogik. (creator_code:org_t)
Högskolan Kristianstad Forskningsmiljön Barndom, Lärande och Utbildning (BALU). (creator_code:org_t)
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Högskolan Kristianstad Forskningsmiljön Forskning Relationell Pedagogik (FoRP). (creator_code:org_t)
Göteborgs universitet Utbildningsvetenskapliga fakulteten. Institutionen för pedagogik, kommunikation och lärande. 
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ISBN 978-91-7346-765-0
Göteborg : Acta Universitatis Gothoburgensis, 2013
Svenska 147 s.
Serie: Gothenburg studies in educational sciences, 0436-1121 ; 343
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  • Doktorsavhandling (övrigt vetenskapligt)
Abstract Ämnesord
Stäng  
  • This thesis takes as one point of departure the concept of the expanded curriculum where curricula encompass both the formal steering documents, as well as that which goes on within the framework of preschool education and through the actors in preschools. The overarching purpose is therefore to generate knowledge about what conditions for learning the work of teachers make possible when curricula are created in preschool settings for children aged between 1 and 3. The purpose is also to contribute with knowledge about what these created curricula would mean for children’s agency, and the importance they can have for children’s opportunities for learning and development. The three empirical studies consist of digitally recorded interviews with teachers and video observations with a focus on teachers’ communication with children in preschool. The discussion in the overarching text is constructed around three aspects that emerge in the overall results of the studies. First, the studies reveal how teachers’ work can be likened to a limiting curriculum which, on the one hand, is entirely child-centered, with the children as seen actors, but, on the other, can be interpreted as entirely teacher-centered. Secondly, there is the discussion about the affirmative curriculum, where children are presented as affirmed actors. In other words, content becomes those things that children are interested in, and their modes of expression are seen, affirmed and often repeated. Finally there is the discussion about the possibilities and dilemmas related to an expanding curriculum where children are regarded and treated as real actors in the sense that their intentions and expressions are taken seriously as relevant challenges. The current curriculum text for Swedish preschool can, in this sense, be seen as an obstacle in that its formulations are extremely broad-based, as discussed related to the results of this thesis.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)
SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

Nyckelord

early childhood
curriculum
preschool teacher
communication
child perspective
children's perspectives

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dok (ämneskategori)
vet (ämneskategori)

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Av författaren/redakt...
Jonsson, Agneta, ...
Om ämnet
SAMHÄLLSVETENSKAP
SAMHÄLLSVETENSKA ...
och Utbildningsveten ...
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Gothenburg studi ...
Av lärosätet
Högskolan Kristianstad
Göteborgs universitet

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