Orchestrating and Studying Children's and Teachers' Learning: Reflections on Developmental Research Approaches

Autor/inn/en	Pramling Samuelsson, Ingrid; Pramling, Niklas
Titel	Orchestrating and Studying Children's and Teachers' Learning: Reflections on Developmental Research Approaches
Quelle	In: Education Inquiry, 4 (2013) 3, S.519-536, Artikel 22624 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.3402/edui.v4i3.22624
Schlagwörter	Theory Practice Relationship; Early Childhood Education; Child Development; Foreign Countries; Learning Processes; Teacher Competencies; Teaching Methods; Preschool Teachers; Childrens Attitudes; Teacher Role; Researchers; Inservice Teacher Education; Early Experience; Action Research; Learning Theories; Teacher Student Relationship; Play; Educational Environment; Attention Control; Preschool Children; Sweden + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Ausland; Learning process; Lernprozess; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerrolle; Researcher; Forscher; Lehrerfortbildung; Frühbeginn; Projektforschung; Learning theory; Lerntheorie; Teacher student relationships; Lehrer-Schüler-Beziehung; Spiel; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Aufmerksamkeitstest; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Schweden
Abstract	Theory-driven and practice-driven research are often separated, but in this article we shall argue for a research approach that is theory-driven but practice-oriented and shares features with the specific kind of early childhood education pedagogy this research approach has generated, what we refer to as developmental pedagogy (Pramling Samuelsson & Asplund Carlsson, 2008). On the basis of numerous empirical studies in the field of young children's learning carried out in a specific context, namely the Swedish early childhood education system, we shall first briefly describe the approach to learning and then analyse the specific features the empirical studies behind it share. The clear parallels between the pedagogical approach with children and the research studies are that: 1) they are both theoretically driven; 2) they both orchestrate and direct what we want children to learn in educational practices, and what to study in research, respectively; and 3) they both focus on children's and teachers' discernment and meaning-making. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01