| 1. |
|
|
| 2. |
|
|
| 3. |
|
|
| 4. |
|
|
| 5. |
|
|
| 6. |
|
|
| 7. |
- Holmqvist, Mona, 1961-, et al.
(författare)
-
Learning in pre-school : the expectations teachers have on children's learning and what children actually learn
- 2009
-
Konferensbidrag (refereegranskat)abstract
- The point of departure in this study is to describe pre-school children´s learning during a learning study and the expectations the teachers have on each child´s learning. The learning study model (Holmqvist & Mattisson, 2008) is used based on variation theory. Three micro-cycles (lessons) form a macro-Learning study cycle (including three lessons). One Learnign study was implemented during three weeks (one lesson each week). The participants in teh study were three pre-school teachers, their 36 children and researchers. The study consits of discussions with teachers on their focus when planning lessons, classroom observations during learning studies carried out in pre-school and interviews with pre-school teachers´about the expectations they have concerning the children´s learning. The results show 1) an increased learning outcome when the object of learning is presented using variation theory and 2) a discrepancy between what the children actually learned and the teachers' expectations. The expectation the teachers´have on their children´s learning differs from what they actually learned indicates that there is a risk that teachers too high or low expectations affect children´s learning ability. By the use of learning study the teachers became aware of this risk.
|
|
| 8. |
- Holmqvist, Mona, et al.
(författare)
-
Learning in pre-school : the expectations teachers have on children's learning and what children actually learn
- 2009
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The point of departure in this study is to describe pre-school children´s learning during a learning study and the expectations the teachers have on each child´s learning. The learning study model (Holmqvist & Mattisson, 2008) is used based on variation theory. Three micro-cycles (lessons) form a macro-Learning study cycle (including three lessons). One Learnign study was implemented during three weeks (one lesson each week). The participants in teh study were three pre-school teachers, their 36 children and researchers. The study consits of discussions with teachers on their focus when planning lessons, classroom observations during learning studies carried out in pre-school and interviews with pre-school teachers´about the expectations they have concerning the children´s learning. The results show 1) an increased learning outcome when the object of learning is presented using variation theory and 2) a discrepancy between what the children actually learned and the teachers' expectations. The expectation the teachers´have on their children´s learning differs from what they actually learned indicates that there is a risk that teachers too high or low expectations affect children´s learning ability. By the use of learning study the teachers became aware of this risk.
|
|
| 9. |
- Holmqvist, Mona, 1961-, et al.
(författare)
-
Pre-school children discerning numbers and letters
- 2009
-
Ingår i: Forum on Public Policy. - 1556-763X .- 1938-9809. ; :Spring
-
Tidskriftsartikel (refereegranskat)abstract
- Research on learning has shown the importance of the learner‟s possibilities to discern what differs as well as what is similar when meeting new phenomena. But how does this kind of understanding develop when young children try to understand their environment in natural settings? The results of Tolchinsky‟s research (2003) about young children‟s understanding of numbers and letters before being taught are considered in this study. Tolchinsky‟s results showed that children can separate cards that can be read from those which can not be read. Even more, the results showed that children did not separate cards with numbers in the same way. In this study the point of departure is variation theory, and Tolchinsky‟s results are seen through the perspective of what children do discern, what they discern simultaneously and what kind of variation they seem to need to discern. The aim of this study is to describe in what ways pre-school children seem to discern letters and numbers, what kind of similarities they discern among these phenomena and what kind of variations of the targeted phenomena they are aware of. Three children, aged 4, 5 and 6, have been interviewed when sorting cards with letters/words and numbers. The cards offered have been prepared to include some similarities and some differences, which enable the child to sort in many different ways. As Tolchinsky has found, the children rejected the card that only included letters that could not form a word; they could differentiate cards with numbers from those with letters/words, and no cards including numbers were rejected. In this study we also found how children used chain-complex when talking about the relations between the cards in terms of similarities and differences. Symbols such as the decimal point and minus sign were not commented on at all by the children and had no influence on their sorting.
|
|
| 10. |
- Holmqvist, Mona, et al.
(författare)
-
Pre-school children discerning numbers and letters
- 2009
-
Ingår i: Forum on Public Policy A Journal of the Oxford Round Table. - 1556-763X. ; :Spring
-
Tidskriftsartikel (refereegranskat)abstract
- Research on learning has shown the importance of the learner‟s possibilities to discern what differs as well as what is similar when meeting new phenomena. But how does this kind of understanding develop when young children try to understand their environment in natural settings? The results of Tolchinsky‟s research (2003) about young children‟s understanding of numbers and letters before being taught are considered in this study. Tolchinsky‟s results showed that children can separate cards that can be read from those which can not be read. Even more, the results showed that children did not separate cards with numbers in the same way. In this study the point of departure is variation theory, and Tolchinsky‟s results are seen through the perspective of what children do discern, what they discern simultaneously and what kind of variation they seem to need to discern. The aim of this study is to describe in what ways pre-school children seem to discern letters and numbers, what kind of similarities they discernamong these phenomena and what kind of variations of the targeted phenomena they are aware of. Three children, aged 4, 5 and 6, have been interviewed when sorting cards with letters/words and numbers. The cards offered have been prepared to include some similarities and some differences, which enable the child to sort in many different ways. As Tolchinsky has found, the children rejected the card that only included letters that could not form a word; they could differentiate cards with numbers from those with letters/words, and no cards including numbers were rejected. In this study we also found how children used chain-complex when talking about the relations between the cards in terms of similarities and differences. Symbols such as the decimal point and minus sign were not commented on at all by the children and had no influence on their sorting.
|
|
