| 1. |
- Broström, Stig, et al.
(författare)
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Preschool teachers' views on children's learning : an international perspective
- 2015
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Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 185:5, s. 824-847
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Tidskriftsartikel (refereegranskat)abstract
- This comparative study investigated the perspectives of preschool teachers in Australia, Denmark, Estonia, German, Greece and Sweden about learning and participation in preschool. A structured survey questionnaire investigated four main questions: What situations can be characterised as learning? What activities are important for learning? What are the best conditions for children's learning? How do preschool teachers understand participation in relation to children's learning in preschool? Results suggest that play, interactions with other children and adults, the provision of different activities and teacher support are important for children's learning. While similarities were noted, results indicate some disparity between countries and a further in-depth interview-style study is recommended to provide a deeper understanding of teachers' perspectives and practices around children's learning.
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| 2. |
- Sandberg, Anette, et al.
(författare)
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Children's Perspective on Learning : An International Study in Denmark, Estonia, Germany and Sweden
- 2017
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Ingår i: Early Childhood Education Journal. - : Springer Science and Business Media LLC. - 1082-3301 .- 1573-1707. ; 45:1, s. 71-81
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Tidskriftsartikel (refereegranskat)abstract
- This article explores how some children in Denmark, Estonia, Germany and Sweden describe their perspective on learning. The aim of the international study is to gain knowledge of how preschool children in Sweden, Denmark, Estonia and Germany reflect and perceive their learning in preschool and other surrounding social contexts. The results are based on 51 focus group interviews from 181 children. The results indicate that, in general, children from all four countries seem to be aware of their own learning. One can conclude that encouraging children to think about what they are doing and why they are doing it makes the activities more goal-oriented from the children's perspective and thus more conscious. Children are able to describe their own perspectives on learning.
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