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Ways of dealing with science learning: a study based on Swedish early childhood education practice
Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). (BALU)ORCID iD: 0000-0003-3109-3943
Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. (BALU)ORCID iD: 0000-0002-6978-7513
Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.ORCID iD: 0000-0002-4331-6078
Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).ORCID iD: 0000-0001-7276-5422
2016 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 38, no 11, 1867-1881 p.Article in journal (Refereed) Published
Abstract [en]

The Swedish school system offers curriculum-based early childhood education (ECE) organised as preschool (for 0–5-year-olds) and preschool class (for 6-year-olds). The intention to create a playful and educational environment based on children’s perspectives, interests, and questions is strongly based on historical and cultural traditions. This article develops knowledge of ECE teachers’ approaches to science-learning situations. The study applies a phenomenographic approach. The analysis is based on approximately 9.5 hours of video documentation of teacher-led and child-initiated Swedish ECE science activities. We identified two descriptive categories and four subcategories dealing with science-learning situations: (A) making anything visible, containing the three subcategories (Aa) addressing everyone, (Ab) addressing everything, and (Ac) addressing play and fantasy; and (B) creating a shared space for learning (Ba) addressing common content. These categories are related to how efforts to take advantage of children’s perspectives are interpreted and addressed in educational practice. The article discusses and exemplifies the use of various categories and their potential implications for ECE learning practice.

Place, publisher, year, edition, pages
2016. Vol. 38, no 11, 1867-1881 p.
Keyword [en]
Children’s perspectives, early childhood education, phenomenography, science learning, teachers’ approaches
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:hkr:diva-15759DOI: 10.1080/09500693.2016.1220650ISI: 000383408800009OAI: oai:DiVA.org:hkr-15759DiVA: diva2:954245
Available from: 2016-08-22 Created: 2016-08-22 Last updated: 2017-07-31Bibliographically approved

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Gustavsson, LailaJonsson, AgnetaLjung-Djärf, AgnetaThulin, Susanne
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CiteExportLink to record
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Citation style
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