Entrepreneurial Learning in Swedish Preschools: Possibilities for and Constraints on Children's Active Participation

Autor/inn/en	Insulander, Eva; Ehrlin, Anna; Sandberg, Anette
Titel	Entrepreneurial Learning in Swedish Preschools: Possibilities for and Constraints on Children's Active Participation
Quelle	In: Early Child Development and Care, 185 (2015) 10, S.1545-1555 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1007967
Schlagwörter	Foreign Countries; Entrepreneurship; Active Learning; Student Participation; Creative Development; Decision Making Skills; Investigations; Preschool Children; Preschool Evaluation; Preschool Teachers; Observation; Protocol Materials; Educational Environment; Curriculum Design; Aptitude Treatment Interaction; Performance Factors; Barriers; Educational Practices; Sweden + Suchen Sie Ihr Suchwort? Ausland; Unternehmungsgeist; Aktives Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Untersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Beobachtung; Unterrichtsprotokoll; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrplangestaltung; Leistungsindikator; Bildungspraxis; Schweden
Abstract	The website of the Swedish National Agency for Education states that preschools are to promote entrepreneurial learning. Many Swedish preschools, therefore, have started to work consciously with entrepreneurial learning as a way of fostering pupils' creativity and ability to make their own decisions. This article investigates whether and how children in different preschool settings receive support and recognition in their efforts to make sense of the world around them. Nine preschool teachers and children from three preschools participated. Three video observations were conducted focusing on the work of each team of teachers. Our study challenges the assumption that an entrepreneurial learning design enhances pupils' learning, creativity, and decision-making. Even though the ambition is to encourage such abilities, our observations demonstrate that the learning design and setting do not always give children the opportunity to be creative. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01