Preschool Teachers' Views on Children's Learning: An International Perspective

Autor/inn/en	Broström, Stig; Sandberg, Anette; Johansson, Inge; Margetts, Kay; Nyland, Berenice; Frøkjaer, Thorleif; Kieferle, Christa; Seifert, Anja; Roth, Angela; Ugaste, Aino; Vrinioti, Kalliope
Titel	Preschool Teachers' Views on Children's Learning: An International Perspective
Quelle	In: Early Child Development and Care, 185 (2015) 5, S.824-847 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.958483
Schlagwörter	Preschool Teachers; Teacher Attitudes; Comparative Education; Comparative Analysis; Questionnaires; Learning; Learning Activities; Educational Environment; Best Practices; Teacher Participation; Play; Interaction; Educational Practices; Early Childhood Education; Teacher Surveys; Correlation; Preschool Education; Preschool Evaluation; Foreign Countries; Australia; Denmark; Estonia; Germany; Greece; Sweden + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Vergleichende Erziehungswissenschaft; Fragebogen; Lernen; Lernaktivität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Spiel; Interaktion; Bildungspraxis; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Korrelation; Ausland; Australien; Dänemark; Estland; Deutschland; Griechenland; Schweden
Abstract	This comparative study investigated the perspectives of preschool teachers in Australia, Denmark, Estonia, German, Greece and Sweden about learning and participation in preschool. A structured survey questionnaire investigated four main questions: What situations can be characterised as learning? What activities are important for learning? What are the best conditions for children's learning? How do preschool teachers understand participation in relation to children's learning in preschool? Results suggest that play, interactions with other children and adults, the provision of different activities and teacher support are important for children's learning. While similarities were noted, results indicate some disparity between countries and a further in-depth interview-style study is recommended to provide a deeper understanding of teachers' perspectives and practices around children's learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01