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Two different influences of learning for younger children
Örebro University, School of Humanities, Education and Social Sciences. (Utbildning och Demokrati)
Örebro University, School of Humanities, Education and Social Sciences. (KKOM)
Örebro University, School of Humanities, Education and Social Sciences. (Utbildning & Demokrati)
2012 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

The aim of this paper is to explore issues about and the relation between children’s play and learning in Swedish preschool and preschool class settings. The research reported in the paper emerges from empirical data of three different theses (Carlsson 2010, Skoog 2012, Tellgren 2008).

 

Market oriented ideas are today influencing school practices and they can be recognized even in preschool settings. We can identify characteristics as an increasing emphasis on formalized, teacher directed learning for younger children, increased documentation and assessment of children’s individual learning and development expressed as individual development plans (IUP), together with increased government demands for accountability on local and school level to thereby enhance quality in preschool and school (Wahlström 2009). These ideas can be recognized internationally as well (e.g. Dahlberg, Moss & Pence 2003). We argue that there is a tension on a policy level between the re-emerged ideas on formal learning in the Swedish education system  (cf. ESO –report 2012) and the ideas expressed especially in the Swedish preschool curriculum, where it is stressed that preschool activities should support children’s play, creativity and playful learning (Lpfö 98/2010, p 9). Several researchers (e.g. Johansson & Pramling 2007; Dahlberg, Moss & Pence 2003) are strongly supporting the idea of learning through play and in interaction with peers and adults (Pramling Samuelsson & Asplund Carlsson 2003, Tellgren 2004, Williams 2004).

 

 The tension between, what we call formulized learning and playful learning, are two quite different perspectives of learning and are both recognized in preschool practices. A consequence may be that children’s play is separated from teacher directed learning activities and that young children are being pushed into formal education too early. From our own studies we can present some examples on this theme.

Marianne Skoog (2012) shows that children´s literacy learning in preschool class is characterized by teacher- directed formal training of literacy skills, while practices where children have the possibility to act as meaning-making textusers in playful forms are unusual. Child-initiated play is thus not used as a pedagogical tool in order to stimulate children’s interest in reading and writing.

Place, publisher, year, edition, pages
2012.
Keywords [en]
Playful learning, formalized learning, accountability
National Category
Humanities Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-25801OAI: oai:DiVA.org:oru-25801DiVA, id: diva2:551663
Conference
22nd Annual meeting at the EECERA congress in Porto, Portugal 29 aug-1 sept 2012
Available from: 2012-09-11 Created: 2012-09-11 Last updated: 2017-10-17Bibliographically approved

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Tellgren, BrittCarlsson, ReidunSkoog, Marianne

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • vancouver
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Language
  • de-DE
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  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
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  • Other locale
More languages
Output format
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  • asciidoc
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