Powerful Teaching in Preschool--A Study of Goal-Oriented Activities for Conceptual Learning

Autor/in	Björklund, Camilla
Titel	Powerful Teaching in Preschool--A Study of Goal-Oriented Activities for Conceptual Learning
Quelle	In: International Journal of Early Years Education, 22 (2014) 4, S.380-394 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2014.988603
Schlagwörter	Goal Orientation; Teaching Methods; Early Childhood Education; Problem Solving; Learning Processes; Foreign Countries; National Curriculum; Play; Mathematics Education; Learning Theories; Preschool Teachers; Concept Formation; Video Technology; Sweden + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Problemlösen; Learning process; Lernprozess; Ausland; Spiel; Mathematische Bildung; Learning theory; Lerntheorie; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Concept learning; Begriffsbildung; Schweden
Abstract	This article reports on a small-scale investigation of how teachers organise goal-oriented learning in Swedish preschools. The revised Swedish curriculum (National Agency for Education 2011) highlights the need for children to develop their mathematics skills through activities that integrate play and learning. This study investigates how different types of activities contribute to children developing their understanding of the concepts "half" and "double". Three preschool teachers participated in a developmental project in which they conduct teaching in accordance with the Variation Theory of Learning. The pedagogical contexts they bring into being reveal important insights for early childhood education. The pedagogical context that can be realised in the planned activities limits or favours the learning process and the success of the theoretical aspirations for the session. This article discusses the idea of "teaching" and how to facilitate conceptual development in a goal-oriented but child-centred practice. The main results show that play is central in early childhood education, and that problem-solving as a means for mathematics education needs to be problematised and used with sensitivity to the children's intentions and perspectives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10