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- Pramling, Niklas, 1973, et al.
(author)
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Learning, Teaching, and Didaktik
- 2019
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In: Play-Responsive Teaching in Early Childhood Education. - Cham : Springer. - 2468-8746. - 9783030159580 ; , s. 17-29
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Book chapter (peer-reviewed)abstract
- In this chapter, our perspective on teaching, learning and didaktik are presented. What we refer to as didaktik highlights issues concerning content and context, and we therefore discuss these notions more closely. © 2019, The Author(s).
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| 3. |
- Pramling, Niklas, 1973, et al.
(author)
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Play, Learning, and Teaching in Early Childhood Education
- 2019
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In: P.K. Smith & J.L. Roopsnarine (Eds.), The Cambridge Handbook of Play: Developmental and disciplinary perspectives. - Cambridge : Cambridge University Press. - 9781316640906 ; , s. 475-490
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Book chapter (peer-reviewed)
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| 4. |
- Pramling, Niklas, 1973, et al.
(author)
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Play-responsive teaching in early childhood education
- 2019
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Book (peer-reviewed)abstract
- This open access book develops a theoretical concept of teaching that is relevant to early childhood education, and based on children’s learning and development through play. It discusses theoretical premises and research on playing and learning, and proposes the development of play-responsive didaktik. It examines the processes and products of learning and development, teaching and its phylogenetic and ontogenetic development, as well as the ‘what’ of learning and didaktik. Next, it explores the actions, objects and meaning of play and provides insight into the diversity of beliefs about the practices of play. The book presents ideas on how combined research and development projects can be carried out, providing incentive and a model for practice development and research. The second part of the book consists of empirical studies on teacher’s playing skills and examples of play with very young as well as older children.Table of contentsPart IDeveloping Play-responsive Didaktik – Mission Impossible?Learning, Teaching, and DidaktikPlaying, Playworlds, and Early Childhood EducationA Combined Research and Development ProjectPart IIThe Lava-Shark: Teachers Attempting to Enter Children’s PlayThe Lion and the Mouse: How and Why Teachers Succeed in Becoming Participants in Children’s Ongoing PlayGoldilocks and Her Motorcycle: Establishing Narrative FramesThe Triangle-Lady and Billy Goats Gruff: Constituting Contents for Learning in PlayWhen Kroko-the-Crocodile Got SickThe Magical Fruits: Establishing a Narrative Play Frame for Mutual Problem SolvingThe Letter Thief: From Playing to Teaching to Learning to PlayingPart IIIA Play-responsive Early Childhood Education didaktik
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| 5. |
- Pramling, Niklas, 1973, et al.
(author)
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The Lion and the Mouse: How and Why Teachers Succeed in Becoming Participants in Children’s Ongoing Play
- 2019
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In: Play-Responsive Teaching in Early Childhood Education. - Cham : Springer. - 2468-8746. - 9783030159580 ; , s. 87-96
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Book chapter (peer-reviewed)abstract
- In this chapter, we investigate preschool teachers’ attempts to participate when children are already engaged in playing (alone or with playmates), and we focus on when and why teachers seem to succeed (or not) in their attempts to enter such play. © 2019, The Author(s).
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| 6. |
- Pramling, Niklas, 1973, et al.
(author)
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The Magical Fruits: Establishing a Narrative Play Frame for Mutual Problem Solving
- 2019
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In: Play-Responsive Teaching in Early Childhood Education. - Cham : Springer. - 2468-8746. - 9783030159580 ; , s. 137-151
-
Book chapter (peer-reviewed)abstract
- In this chapter, we analyze a prolonged activity from initiation to conclusion, focusing on (i) how the teacher establishes a narrative, imaginary, frame for the activity, (ii) how children participate and contribute to this activity, (iii) what didaktikal challenges are actualized and what support the children are given in the activity, including what contents are constituted, and (iv) what the implications of the activity are for children’s development. © 2019, The Author(s).
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| 7. |
- Pramling, Niklas, 1973, et al.
(author)
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Pedagogies in Early Childhood Education
- 2018
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In: International Handbook of Early Childhood Education, Volume II. M. Fleer & B. van Oers (Eds.). - Dordrecht, the Netherlands : Springer. - 2197-1951. - 9789402409253 ; , s. 1311-1322
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Book chapter (peer-reviewed)abstract
- In our introduction to the section on early childhood pedagogies, we point out and discuss some key features of the represented approaches: Fröbel, HighScope, Developmentally Appropriate Practice (DAP), Waldorf, Cultural-Historical, Montessori, and Reggio Emilia. Each approach is briefly located in a cultural and historical frame. We then analyze and critically discuss the leading metaphors of the reasoning behind these approaches.
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