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

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Fältnamn	Indikatorer	Metadata
000		04565naa a2200397 4500
001		oai:DiVA.org:hj-39382
003		SwePub
008		180509s2018 \| \|\|\|\|\|\|\|\|\|\|\|000 \|\|eng\|
024	7	a https://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-393822 URI
040		a (SwePub)hj
041		a engb eng
042		9 SwePub
072	7	a ref2 swepub-contenttype
072	7	a kon2 swepub-publicationtype
100	1	a Lecusay, Robertu Jönköping University,Sustainability Education Research (SER)4 aut0 (Swepub:hj)lecrob
245	1 0	a Teachers Making Sense of Children’s Sense-making: Negotiating Pretense, Exploration, and Teaching in Sustainable, Multi-functional Preschool Environments.
264	1	c 2018
338		a print2 rdacarrier
520		a 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.
650	7	a SAMHÄLLSVETENSKAPx Utbildningsvetenskapx Pedagogik0 (SwePub)503012 hsv//swe
650	7	a SOCIAL SCIENCESx Educational Sciencesx Pedagogy0 (SwePub)503012 hsv//eng
650	7	a SAMHÄLLSVETENSKAPx Utbildningsvetenskapx Pedagogiskt arbete0 (SwePub)503042 hsv//swe
650	7	a SOCIAL SCIENCESx Educational Sciencesx Educational Work0 (SwePub)503042 hsv//eng
650	7	a SAMHÄLLSVETENSKAPx Statsvetenskapx Freds- och konfliktforskning0 (SwePub)506042 hsv//swe
650	7	a SOCIAL SCIENCESx Political Sciencex Peace and Conflict Studies0 (SwePub)506042 hsv//eng
650	7	a SAMHÄLLSVETENSKAPx Annan samhällsvetenskapx Övrig annan samhällsvetenskap0 (SwePub)509992 hsv//swe
650	7	a SOCIAL SCIENCESx Other Social Sciencesx Other Social Sciences not elsewhere specified0 (SwePub)509992 hsv//eng
653		a preschool education
653		a education for sustainable development
653		a pretend play
653		a teaching
653		a exploratory play
700	1	a Mrak, Linau Jönköping University,Förskolepedagogisk-didaktisk forskning4 aut
700	1	a Nilsson, Monicau Jönköping University,Förskolepedagogisk-didaktisk forskning4 aut
710	2	a Jönköping Universityb Sustainability Education Research (SER)4 org
856	4 8	u https://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-39382

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

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