Patterns of awareness - preschool teachers’ integration of art and mathematics

The aim of this study was to investigate how preschool teachers reason about art in thematic work where art and mathematics are integrated. Specific research questions were: how do teachers reason about learning goals in thematic work and what meaning do art and aesthetics contribute to children's learning? Data for analysis were collected from a digitally distributed questionnaire that was answered by 27 participants from Finland and Sweden. Participants were selected from preschool teacher networks and from municipalities' official websites of preschool staff. The method for analysis was explorative and inductive, as we condensed meaning from the written answers. A meta-analysis revealed that art and aesthetics appear mainly as a means for children's learning of other knowledge areas or as experiences bearing their own values. In contrast, the analysis also revealed that integration of art and mathematics may contribute to the learning of both knowledge contents, for deeper and conceptual learning.

Björklund, Camilla,1977Gothenburg University,Göteborgs universitet,Institutionen för pedagogik, kommunikation och lärande,Department of Education, Communication and Learning(Swepub:gu)xbcami (författare)
Göteborgs universitetInstitutionen för pedagogik, kommunikation och lärande (creator_code:org_t)

Ingår i:International Journal of Education Through Art: Intellect12:2, s. 167-1801743-52342040-090X

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