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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?
Linnaeus University, Faculty of Social Sciences, Department of pedagogy.ORCID iD: 0000-0002-9523-6379
Malmö University.
2016 (English)In: Abstract book. 26th EECERA Annual Conference, Happiness, Relationships, Emotion & Deep Level Learning, Dublin, 31st-3rd September, 2016, 2016Conference paper, Abstract (Refereed)
Abstract [en]

The aim is to produce knowledge about the educational position of the preschool-class education. The preschool-class may be regarded as a borderland practice, a school form that cannot be characterised as either school or preschool. Studies and evaluations have shown that there is a lack of clarity regarding the mission of the preschool-class. The preschool-class teachers are active in the construction of their educational field and their teaching in the preschool-class. The concept of educational positioning is related to the framework of curriculum theory. Curriculum theories may be viewed as theories that focus three central questions: how educational goals are formulated, how the knowledge to be learned is chosen, and how methods are developed to teach this knowledge. The study examines the weekly reports that teachers send home to the parents each week. The study comprises 249 weekly letters from eight preschool-classes. The letters contains descriptions of how the teaching is organized. They also include the goals of their activities and which values the activities of the preschool-class are based on. The teachers could choose whetherthey wanted to participate in the studyor not. No names of children or schools are mentioned. The results illustrate how teachers in their weekly reports construct an educational position 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. The results raise questions about continuity and equivalence in early education.

Place, publisher, year, edition, pages
2016.
Keyword [en]
preschool class, transition, educational positioning, weekly reports, social pedagogic tradition, academic tradition, school readiness
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-56411OAI: oai:DiVA.org:lnu-56411DiVA: diva2:959344
Conference
EECERA 2016, 26th EECERA Annual Conference, Dublin, 31st-3rd September, 2016
Available from: 2016-09-07 Created: 2016-09-07 Last updated: 2017-02-16Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf