The Social Construction of the Competent, Self-Governed Child in Documentation: Panels in the Swedish Preschool

Autor/inn/en	Liljestrand, Johan; Hammarberg, Annie
Titel	The Social Construction of the Competent, Self-Governed Child in Documentation: Panels in the Swedish Preschool
Quelle	In: Contemporary Issues in Early Childhood, 18 (2017) 1, S.39-54 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949117692270
Schlagwörter	Foreign Countries; Preschool Children; Documentation; Personal Autonomy; Labeling (of Persons); Student Characteristics; Competence; Discourse Analysis; Accountability; Interpersonal Competence; Friendship; Independent Study; Public Speaking; Content Analysis; Sweden + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Dokumentation; Individuelle Autonomie; Labeling-Ansatz; Kompetenz; Diskursanalyse; Verantwortung; Interpersonale Kompetenz; Freundschaft; Selbststudium; Vortrag; Inhaltsanalyse; Schweden
Abstract	Documentation has become an important issue for policy, practice and accountability in many national contexts. The documentation of children's activities is a requirement in the national syllabus for the Swedish preschool. However, the documentation of children is always a social construction that focuses on certain things and excludes (possible) others. Such constructions can be linked to broader discourses of the competent and self-governed child, and the tendency to label the child as autonomous and competent in policy documents. The purpose of this article is to explore how constructions of the competent and self-governed child are performed in documentation panels in Swedish preschools. The theoretical framework is taken from visual methodology combined with an analysis of intertextuality. Three images (pictures and written text) of the preschool are discerned: the child as a good pal; the child as an autonomous investigator; and the child as a public speaker. In all three images, the children are depicted as competent in different respects. The result is discussed by relating the findings to broader discourses emphasising the competent and self-governed child. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01