Learning at work through role integration in language development and digitalization processes in preschool

• Various models and processes have been called for by the municipalities’ Children and Education Committee to deal with a shortage of educated staff in the school system in a Swedish municipality. The first groups in focus were the preschool staff and the Adult Education's childcare education. Within the preschool, efforts have previously been made in language development and digitalization following curricula. However, differences in practice and competence between the preschools have been shown. A recent survey demonstrated that 90% of 113 staff respondents saw themselves as average users or less of the digital artifacts available and required, for example, surf tablets and software for age adequate multi-modal communication, and administrative systems and shared documents. In parallel, in adult education, the childcare programs' previous workplace learning (WPL) tasks functioned unsatisfactory since learning tasks and work practice has been disintegrated.Therefore, it became essential to combine these activities and develop curricula driven models with viable forms and relevant content for both parties. The intervention study shows how specific roles in preschool began to cooperate within regular working hours and regular activities combined with future childcarers from adult education included in these activities with their internship-specific tasks in line with preschools' ongoing developmental work. At present, 20 language developers have participated in the development process. Furthermore, five digitalization managers at the 14 preschools in the municipality, together with 18 prospective childcarers and 18 supervisors from the municipality's adult education, have participated in the initiative with promising results. The integrated approach, with a specific focus on combining language development with the support of digitalization managers finding relevant software and tools based on enhanced competence among professional roles to judge between available resources and drive learning processes, seems to gain traction but needs further investigations to evaluate for sustainability.

Subject headings

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Lärande (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Learning (hsv//eng)

Keyword

Preschools

language development

digitalization

Work Integrated Learning

Arbetsintegrerat lärande

Publication and Content Type

vet (subject category)

kon (subject category)