To Örebro University

Förskolan i Sverige har blivit en del av skolväsendet och begrepp från skolans värld överförs till och ska gälla även för förskolan, däribland undervisning och utbildning. Undervisning definieras i skollagen som målstyrda och lärarledda processer. Vi vill med artikeln bidra till kunskapandet om hur undervisning i förskolan kan förstås. Med begreppen iscensättning och målrelationella- kontra målrationella lärandeprocesser analyserar vi delar av ett årslångt utforskande- och lekprojekt i en förskola. Baserat på analysen argumenterar vi för en målrelationell ansats för att tänka kring och arrangera för målstyrda processer i förskolan.

Since 1998, preschool provision in Sweden has been supervised through the Ministry of Edu-cation. Since then, concepts from compulsory schooling have been formally incorporated in this provision. Teaching, is a particularly striking example, as it is currently applied to pre-school based on the definition in the Swedish school law: “teacher-led, goal-oriented pro-cesses.” This paper contributes knowledge concerning how teaching in preschool can be un-derstood. Drawing on the concepts of staging, and goal-relational versus goal-rational pro-cesses, we present analyses of preschool activities documented as part of a year-long project focused on children’s socio-dramatic play and exploration. We argue for a goal-relational ap-proach to thinking about and arranging for goal-directed processes in preschool.

Swedish preschool teachers must systematically document activities in the preschool in order to evaluate the quality of these activities. Pedagogical documentation is one form of documentation that is proposed. The aim of this article is to discuss and create knowledge of structures and tools based on different communicative aspects of pedagogical documentation. The empirical data consists of statements from preschool teachers with many years of experience of using pedagogical documentation. Their statements have been analyzed based on Wartofsky's concept of primary, secondary and tertiary artifacts. The study points to the importance of various tools of organisation in providing direction and frames for documentation in order to enable structures of communication built on rhizomatic learning.

Teaching in preschool: holistic preschool didactics built on play and exploration. In this article we critically examine and prob-lematize the concept of teaching in contemporary Swedish preschool provision, and sketch a holistic preschool didactics aimed at addressing key problems that emerge from the implementation of the concept of teaching in preschool. We briefly survey how teaching is conceptualized and managed from different theoretical perspectives and institutional discourses. Drawing on cultural historical activity theory and situated learning approaches, we argue for the formation of a preschool didactics based on a socio-cultural understanding of play in combination with a Reggio Emilia-inspired understanding of exploratory and project-based work methods.

In this article we critically examine and problematizethe concept of teaching in contemporary Swedish preschoolprovision, and sketch a holistic preschool didactics aimed at addressingkey problems that emerge from the implementation of the concept ofteaching in preschool. We briefly survey how teaching is conceptualizedand managed from different theoretical perspectives and institutionaldiscourses. Drawing on cultural historical activity theory and situatedlearning approaches, we argue for the formation of a preschool didacticsbased on a socio-cultural understanding of play in combination with aReggio Emilia-inspired understanding of exploratory and project-basedwork methods.

The study aims to develop knowledge concerning how children and parents reflect on and make meaning of pedagogical documentation gathered in Reggio-inspired preschool projects. From a pedagogical documentation perspective, children are understood to be knowledge creators, it is therefore important to make children's voices visible (Dahlberg, Moss & Pence, 2001) However,questions have been raised about (a) if and how children are given opportunities to participate in the production of pedagogical documentation (Lenz Taguchi, 2012, Lindgren, 2012), and (b) the ethics of representing children in the documentation (Lindgren2016). Our theoretical framework is based on Biesta's (2006) concept of the rational community and the community-without-community. The study data was gathered through focus groups with eight children and their parents. The children and parents were askedto review samples of pedagogical documentation from the child's time in preschool. The documentation was also used as stimulus material during the interview. Finally, the parents were also asked to discuss with their children their memories regarding how it felt to be documented. Interview transcripts were subjected to narrative analyses. Informed consent was obtained from all study participants. Three themes emerged concerning the experience of working with and being a part of the practice of pedagogical documentation: a sense of context, the sense of participation and the sense of a way to explore life. Our analysis highlights that the children had opportunities to participate in the practice of documentation in a project and therefore their voices were supported in "breaking into the world"