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Learning Study in pre-school: teachers' awareness of children's learning and what they actually learn
University of Gothenburg. (Forskningsmiljön Learning Design (LeaD))
Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning Design (LeaD).
Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
2012 (English)In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, Vol. 1, no 2, p. 153-167Article in journal (Refereed) Published
Abstract [en]

Purpose - The aim of this paper is to describe pre-school children’s learning during a Learning Study, and their teachers’ awareness of each child’s learning possibilities in relation to what they actually learned. The aims of the study are twofold; firstly we focus on how to design Learning Study in pre-school settings, and secondly we study young children’s (aged 4-5) learning.

Design/methodology/approach - The data consists of three videotaped interviews with each participating child (n=39), three videotaped interventions and one videotaped interview each with three pre-school teachers.

Findings - The results show 1) an increased learning outcome in all three groups, 2) there is a discrepancy between what the children actually learned and the teachers’ awareness about the children’s possibilities. The teachers’ awareness of the children’s learning possibilities differ from what the children actually learned.

Originality/value - Learning study is usually used in school settings, but this paper shows its potential also in pre-school settings. Beside this, the results indicates that there is a risk that if teachers’ expectations are too high or too low, they will affect children’s abilities to learn in either a positive or a negative way by not offering the children sufficiently challenging tasks. By the use of Learning Study the teachers became aware of this discrepancy and were able to reassess their expectations for each child according to their abilities.

Place, publisher, year, edition, pages
2012. Vol. 1, no 2, p. 153-167
Keyword [en]
Teaching, Learning Study, Variation Theory, Pre-school children’s’ learning
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hkr:diva-9120DOI: 10.1108/20468251211224190OAI: oai:DiVA.org:hkr-9120DiVA: diva2:507693
Available from: 2012-03-06 Created: 2012-03-06 Last updated: 2014-05-28Bibliographically approved

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Holmqvist, MonaBrante, GöranTullgren, Charlotte

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Avdelningen för PedagogikResearch environment Learning Design (LeaD)Forskningsmiljön Arbete i skolan (AiS)
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CiteExportLink to record
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Citation style
  • apa
  • harvard1
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More styles
Language
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Output format
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