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The Educational Positioning of the Preschool-Class at the Border between Social Education and Academic Demands: An Issue of Continuity in Swedish Early Education?
Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED). (PEPP)ORCID-id: 0000-0002-9523-6379
Malmö University.
2016 (engelsk)Inngår i: Journal of Education and Human Development, ISSN 2334-296X, E-ISSN 2334-2978, Vol. 5, nr 1, s. 182-196Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This study’s overarching aim is to produce knowledge about the educational position of the preschool-class in a changing educational landscape. This position is analyzed through teacher’s own descriptions in the weekly reports they send home to the parents each week. The results illustrate how teachers in their weekly reports construct an educational position for the pre-school class that is influenced both by the social pedagogical position with an existence-oriented education and the academic school readiness position by preparing children for further schooling. This causes a variation in the preschool-class education and raises questions about continuity and equivalence in early education.

sted, utgiver, år, opplag, sider
2016. Vol. 5, nr 1, s. 182-196
Emneord [en]
Preschool-class, social pedagogic tradition, academic tradition, school readiness, weekly reports
HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:lnu:diva-52517DOI: 10.15640/jehd.v5n1a19OAI: oai:DiVA.org:lnu-52517DiVA, id: diva2:928893
Tilgjengelig fra: 2016-05-17 Laget: 2016-05-17 Sist oppdatert: 2019-05-08bibliografisk kontrollert

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