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Communication with young children in preschool: the complex matter of a child perspective
Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). (BALU, FoRP)ORCID-id: 0000-0002-6978-7513
Department of Education, Communication and Learning, University of Gothenburg.
2013 (engelsk)Inngår i: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 183, nr 5, 589-604 s.Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This article discusses results obtained from a study on the contribution of the preschool teacher as a curriculum-maker in preschool. The research question addressed is ‘what is the characteristic for the curriculum offered, as it appears in one teacher's verbal communication with 1–3-year-old children?’ The research area is motivated by the need for knowledge about the implications that a goal-oriented preschool curriculum and broad discretion for teachers might imply for activities in preschool. This study was carried out in Sweden, and the empirical data consist of videotaped observations of communication between a single teacher and a number of children aged between one and three during one morning in preschool. The results show that the teacher frequently uses questions as a means of communication, where a large number of shifts between different children and different issues are particularly characteristic. Although this contributes to a child perspective, it also implies a teacher-centred position and a fragmented way of exercising the discretion vis-à-vis the curriculum. The findings are discussed and related to curriculum theory and to early childhood perspectives.

sted, utgiver, år, opplag, sider
2013. Vol. 183, nr 5, 589-604 s.
HSV kategori
Identifikatorer
URN: urn:nbn:se:hkr:diva-9250DOI: 10.1080/03004430.2012.678488OAI: oai:DiVA.org:hkr-9250DiVA: diva2:524475
Tilgjengelig fra: 2012-05-02 Laget: 2012-05-02 Sist oppdatert: 2017-12-07bibliografisk kontrollert
Inngår i avhandling
1. Att skapa läroplan för de yngsta barnen i förskolan: barns perspektiv och nuets didaktik
Åpne denne publikasjonen i ny fane eller vindu >>Att skapa läroplan för de yngsta barnen i förskolan: barns perspektiv och nuets didaktik
2013 (svensk)Doktoravhandling, med artikler (Annet vitenskapelig)
Alternativ tittel[en]
Creating curriculum for the youngest children in preschool : children’s perspectives and didactics of the present moment
Abstract [en]

This thesis takes as one point of departure the concept of the expanded curriculum where curricula encompass both the formal steering documents, as well as that which goes on within the framework of preschool education and through the actors in preschools. The overarching purpose is therefore to generate knowledge about what conditions for learning the work of teachers make possible when curricula are created in preschool settings for children aged between 1 and 3. The purpose is also to contribute with knowledge about what these created curricula would mean for children’s agency, and the importance they can have for children’s opportunities for learning and development. The three empirical studies consist of digitally recorded interviews with teachers and video observations with a focus on teachers’ communication with children in preschool. The discussion in the overarching text is constructed around three aspects that emerge in the overall results of the studies. First, the studies reveal how teachers’ work can be likened to a limiting curriculum which, on the one hand, is entirely child-centered, with the children as seen actors, but, on the other, can be interpreted as entirely teacher-centered. Secondly, there is the discussion about the affirmative curriculum, where children are presented as affirmed actors. In other words, content becomes those things that children are interested in, and their modes of expression are seen, affirmed and often repeated. Finally there is the discussion about the possibilities and dilemmas related to an expanding curriculum where children are regarded and treated as real actors in the sense that their intentions and expressions are taken seriously as relevant challenges. The current curriculum text for Swedish preschool can, in this sense, be seen as an obstacle in that its formulations are extremely broad-based, as discussed related to the results of this thesis.

sted, utgiver, år, opplag, sider
Göteborg: Acta Universitatis Gothoburgensis, 2013. 147 s.
Serie
Gothenburg studies in educational sciences, ISSN 0436-1121 ; 343
Emneord
early childhood, curriculum, preschool teacher, communication, child perspective, children's perspectives
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-11340 (URN)978-91-7346-765-0 (ISBN)978-91-7346-766-7 (ISBN)
Eksternt samarbeid:
Disputas
2013-11-15, 07-318, Högskolan Kristianstad, Kristianstad, 13:00 (svensk)
Tilgjengelig fra: 2013-12-03 Laget: 2013-12-03 Sist oppdatert: 2016-08-31bibliografisk kontrollert

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