Teachers Making Sense of Children’s Sense-making: Negotiating Pretense, Exploration, and Teaching in Sustainable, Multi-functional Preschool Environments.

↓ Direkt till sidans innehåll
↓ Direkt till sidans sekundära innehåll (sidomenyn)

Sökning: onr:"swepub:oai:DiVA.org:hj-39382" > Teachers Making Sen...

1 av 1
Föregående post
Nästa post
Till träfflistan

Lecusay, RobertJönköping University,Sustainability Education Research (SER) (författare)

Teachers Making Sense of Children’s Sense-making: Negotiating Pretense, Exploration, and Teaching in Sustainable, Multi-functional Preschool Environments.

Artikel/kapitelEngelska2018

Förlag, utgivningsår, omfång ...

2018
printrdacarrier

Nummerbeteckningar

LIBRIS-ID:oai:DiVA.org:hj-39382
https://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-39382URI

Kompletterande språkuppgifter

Språk:engelska
Sammanfattning på:engelska

Ingår i deldatabas

SwePubSwePub

Klassifikation

Ämneskategori:ref swepub-contenttype
Ämneskategori:kon swepub-publicationtype

Anmärkningar

Preschool teachers in Sweden are currently coping with growing curricular demands to engage in a more formal instruction, and to further develop education for sustainable development (ESD). A consequence of this is that teachers feel pressure to organize activities for very young children that privilege ”knowing that” over ”knowing how,” and to do so in the service of an interdisciplinary project – ESD – that can be challenging to organize in early childhood. As teachers adapt to these new challenges they negotiate tensions consequential to preschool children’s learning and develop- ment. The pressure to reorient to disciplinary learning can detract from arrangements of activities involving pretend and exploratory play. This is because the learning outcomes of these activities can be unpredictable and difficult to define. However, these activities are also associated with the kinds of outcomes (e.g. creativity, innovation, empathy, counterfactual thinking) and ethics (e.g. cultures of collaborative learning) of concern in ESD.In this paper we consider how preschool teachers in Sweden are negotiating the demands of engag- ing in more formal instruction and ESD, while cultivating local idiocultures that support children’s pretend and exploratory play. Our examination is based on case studies of teacher teams in three preschools that participated in a series of regional government-sponsored workshops organized to support teachers’ efforts to design their preschools’ outdoor spaces as sustainable, multifunctional environments. The case studies were based on field observations at the participating preschools and teacher interviews conducted prior to, during, and following the said workshops.Drawing on cultural-historical concepts of disruptive and productive tensions, we characterize how the participating teachers conceived of pretend play, exploration, teaching, and sustainability in relation to children’s engagement in preschool activities. We focus in particular on how teachers considered examples of activities in which the interaction of children and the material environment afforded pretend and exploratory play; how the teachers and children made sense of their activities through pretense and exploration; and if/how the teachers remediated these activities in ways intended to make the children’s learning visible. How and for whom this learning becomes visible is a central question of concern for us.

Ämnesord och genrebeteckningar

SAMHÄLLSVETENSKAP Utbildningsvetenskap Pedagogik hsv//swe
SOCIAL SCIENCES Educational Sciences Pedagogy hsv//eng
SAMHÄLLSVETENSKAP Utbildningsvetenskap Pedagogiskt arbete hsv//swe
SOCIAL SCIENCES Educational Sciences Educational Work hsv//eng
SAMHÄLLSVETENSKAP Statsvetenskap Freds- och konfliktforskning hsv//swe
SOCIAL SCIENCES Political Science Peace and Conflict Studies hsv//eng
SAMHÄLLSVETENSKAP Annan samhällsvetenskap Övrig annan samhällsvetenskap hsv//swe
SOCIAL SCIENCES Other Social Sciences Other Social Sciences not elsewhere specified hsv//eng
preschool education
education for sustainable development
pretend play
teaching
exploratory play

Biuppslag (personer, institutioner, konferenser, titlar ...)

Mrak, LinaJönköping University,Förskolepedagogisk-didaktisk forskning (författare)
Nilsson, MonicaJönköping University,Förskolepedagogisk-didaktisk forskning (författare)
Jönköping UniversitySustainability Education Research (SER) (creator_code:org_t)

Internetlänk

https://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-39382

Till lärosätets databas

1 av 1
Föregående post
Nästa post
Till träfflistan

Hitta mer i SwePub

Av författaren/redakt...: Lecusay, Robert; Mrak, Lina; Nilsson, Monica

Om ämnet

SAMHÄLLSVETENSKAP: SAMHÄLLSVETENSKA ...; och Utbildningsveten ...; och Pedagogik

SAMHÄLLSVETENSKAP: SAMHÄLLSVETENSKA ...; och Utbildningsveten ...; och Pedagogiskt arbe ...

SAMHÄLLSVETENSKAP: SAMHÄLLSVETENSKA ...; och Statsvetenskap; och Freds och konfli ...

SAMHÄLLSVETENSKAP: SAMHÄLLSVETENSKA ...; och Annan samhällsve ...; och Övrig annan samh ...

Av lärosätet: Jönköping University

Sök utanför SwePub

Sök vidare i:: Google; Google Book Search; Google Scholar

Kungliga biblioteket hanterar dina personuppgifter i enlighet med EU:s dataskyddsförordning (2018), GDPR. Läs mer om hur det funkar här.
Så här hanterar KB dina uppgifter vid användning av denna tjänst. Hantera kakor

LIBRIS.kb.se