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Learning to Learn
For eight years, since I began my research, my main concern has been to understand children and their world. The first step towards understanding how children think was taken in connection with my thesis, which I presented five years ago.This was a description of how children in the age group three to eight years conceive their own learning. The thesis was published in the same series as the present monograph and is entitled "The child's conception of learning". The main emphasis in this study was on developmental psychology. As I have worked as a preschool teacher myself, I am extremely anxious that my research will be of benefit to my former colleagues. I have therefore devoted a great dea...
Play and Learning in Early Childhood Settings
This book represents the outcome of the joint activities of a group of scholars who were concerned about the lack of international research in play for children from birth to 3 years. The authors are members of the Organisation Mondiale pour ` l’Education Prescholaire ́ (OMEP). For further information, see http://www.om- ong.net/. The idea of carrying out a research project internationally was born at the OMEP’s World Congress in Melbourne, Australia 2004. All member countries were invited and 10 countries decided to participate, of which three have withdrawn d- ing the process. The reason for this might be that in these countries only one person was working with the project, while othe...
Education for Sustainable Development in the Early Years
It is in early childhood that the foundations of many of our fundamental attitudes and values are first put into place. Education for Sustainable Development (ESD) is all about the future and it is young children who have the greatest stake as citizens in the future. This book provides an introduction to education for sustainability in the field of early childhood. Written by leading experts and including the very latest international thinking on the subject, it clearly describes how the idea of ESD emerged, and shows how today it includes an integration of social, environmental and economic aspects of life and society. The authors look at what is already being done in early years settings and provides practical support for practitioners to develop this further drawing on best practice from around the world. Presenting a wide range of examples of projects carried out with young children, this timely book aims to offer practitioners inspiration for further development of Education for Sustainable Development in the early years. It will also be a rich source of information for those concerned with policy development.
Educational Encounters: Nordic Studies in Early Childhood Didactics
Qualitative analyses of young children’s learning in natural settings are rare, so this new book will make educators sit up and pay attention. It lays out a Nordic, or continental European teaching and learning paradigm whose didactic framework is distinct from the Anglo-American system. This analysis, which features contributions and case studies from researchers in a range of subjects, is built on principles such as the learner’s perspective, establishing sufficient intersubjectivity, ‘pointing out’, and informing experience linguistically. After clarifying some historical background, the book discusses the contemporary emphasis in early childhood education on pedagogy/learning. Wh...
Play-Responsive Teaching in Early Childhood Education
This open access book develops a theoretical concept of teaching that is relevant to early childhood education, and based on children’s learning and development through play. It discusses theoretical premises and research on playing and learning, and proposes the development of play-responsive didaktik. It examines the processes and products of learning and development, teaching and its phylogenetic and ontogenetic development, as well as the ‘what’ of learning and didaktik. Next, it explores the actions, objects and meaning of play and provides insight into the diversity of beliefs about the practices of play. The book presents ideas on how combined research and development projects can be carried out, providing incentive and a model for practice development and research. The second part of the book consists of empirical studies on teacher’s playing skills and examples of play with very young as well as older children.
Child Perspectives and Children’s Perspectives in Theory and Practice
Recent decades have seen a growing emphasis, in a number of professional contexts, on acknowledging and acting on the views of children. This trend was given added weight by the UN Convention on the Rights of the Child, ratified in 1990. Today, seeking the perspective of the child has become an essential process in all sorts of tasks, from framing new legislation to regulating professions. This book answers the fundamental question of what it is that constitutes a ‘child perspective’, and how this might differ from the perspectives of children themselves. The answers to such questions have important implications for building progressive and developmental adult-child relationships. Howeve...
The Child's Conception of Learning
The main purpose of this study was to trace the development of children's awareness that they can learn and to describe the forms of their ideas of learning. A complementary aim was to account for the extent to which such conceptions can be found at different levels of development. The investigation consisted of two observational studies and a series of six interview studies with 300 Swedish children ranging from 3 to 8 years of age. The child's idea of learning was dealt with in terms of what is learned and how. Concerning what is learned, findings suggest a developmental progression from learning to do, to know, and to understand; findings also indicate a corresponding set of answers to th...
Piaget and Vygotsky in XXI century
The book provides a comprehensive analyses of Vygotsky’s and Piaget’s theories implementation in modern preschool education. It analyzes the problem of the relationship between the natural and the cultural in the context of Vygotsky and Jean Piaget theories. Their discourses complemented each other: whereas Vygotsky developed his theory in the direction from society (culture) to the individual child, Piaget’s movement was the opposite: from individual child to society. These two approaches confront modern world with the need to analyze the problem of childhood: is childhood a period of cultural exploration or is it a special form of relationship in which both the egocentrism and consciousness of the child, and the egocentrism and consciousness of culture are represented? Readers will gain insight into the methodology that makes possible to unite up-to-date views based on Vygotsky and Piaget theories on child development and education.
Play-Responsive Teaching in Early Childhood Education
This open access book develops a theoretical concept of teaching that is relevant to early childhood education, and based on children's learning and development through play. It discusses theoretical premises and research on playing and learning, and proposes the development of play-responsive didaktik. It examines the processes and products of learning and development, teaching and its phylogenetic and ontogenetic development, as well as the 'what' of learning and didaktik. Next, it explores the actions, objects and meaning of play and provides insight into the diversity of beliefs about the practices of play. The book presents ideas on how combined research and development projects can be carried out, providing incentive and a model for practice development and research. The second part of the book consists of empirical studies on teacher's playing skills and examples of play with very young as well as older children.
Diversity in the Early Years
Diversity in the Early Years examines young children in global contexts and the affordances of intercultural approaches to diversity and inclusion in early childhood education. This book provides a starting point for developing intercultural understandings, based on respect for diversity and interdependency in the everyday experience. A thread running through the book is the imperative for childrens rights to participation, provision and protection in the face of exponential global change. Each chapter draws upon empirical evidence from research and/or from pedagogical practice that sheds light on intercultural issues in the field of early childhood. These issues include framing intercultural practices in early childhood teacher education; international agendas in early childhood teacher education; and preparing early childhood teachers for global contexts.
