Kunnandets grunder. Prövning av en fenomenografisk ansats till att utveckla barns förståelse för sin omvärld

• The assumption this approach is based on is that humans act in relation to their way of understanding the world around them (Marton, 1988). How children conceptualise, experience, discern, see, understand the world around them is the ground from which their skills and knowledge originate. This implies that early childhood education should primarily focus on the different ways children are capable of being aware of the various phenomena in the world around them. Above all, we should find out the critical and usually taken for granted, aspects of our ways of experiencing the world around us on which our capabilities for dealing with the world rest. Learning from this perspective is learning to experience the world in particular ways. Phenomenography is seen as the empirical study of the qualitatively different ways in which people experience and understand various aspects of the world around them (Marton, 1981). The approach to early childhood education adopted in the present approach focuses on how children experience and become aware of phenomena in, and aspects of, the world around them. Hence, I call it a phenomenographically oriented approach to early childhood education.

Ämnesord

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

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

Nyckelord

fenomenografi

små barns lärande

barns förståelse

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