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Kvalitativa skillnader i lärares kommunikation med de yngsta barnen i förskolan
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
(svensk)Manuskript (preprint) (Annet vitenskapelig)
HSV kategori
Identifikatorer
URN: urn:nbn:se:hkr:diva-11344OAI: oai:DiVA.org:hkr-11344DiVA: diva2:675447
Tilgjengelig fra: 2013-12-03 Laget: 2013-12-03 Sist oppdatert: 2016-08-31bibliografisk 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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