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Early Child Development and Care Volume 185, 2015 - Issue 5
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Articles

Preschool teachers’ views on children's learning: an international perspective

Stig BroströmDepartment of Education, Aarhus University, Tuborgvej 164, Building D, 2400 København, CopenhagenNV, Denmark
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Anette SandbergSchool of Education, Culture and Communication, Malardalens University, Högskoleplan 1, Rosenhill, Västerås, Sweden
,
Inge JohanssonDepartment of Child and Youth Studies, University of Stockholm, Avdelningen för Förskoledidaktik, 106 91Stockholm, Sweden
,
Kay MargettsMelbourne Graduate School of Education, University of Melbourne, Level 5/100 Leicester Street, Melbourne, Victoria3010, AustraliaCorrespondence[email protected]
,
Berenice NylandSchool of Education, RMIT University, PO Box 71, Melbourne, Bundoora, Victoria3083, Australia
,
Thorleif FrøkjærProfessionshøjskolen, University College Capital, Buddinge Hovedgade 80, Søborg 2860, Capital Region of Denmark, Copenhagen, Denmark
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Christa KieferleBavarian State Institute of Early Childhood Research Munich, Staatsinstitut für Frühpädagogik, Eckbau Nord, Winzererstraße 9, München80797, Germany
,
Anja SeifertInstitute of Education, University of Education Ludwigsburg, Reuteallee 46, LudwigsburgD – 71634, Germany
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Angela RothBavarian State Institute of Early Childhood Research, Staatsinstitut für Frühpädagogik, Eckbau Nord, Winzererstraße 9, Munich80797, Germany
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Aino UgasteInstitute of Educational Sciences, Talinn University, Narva mnt 25, Talinn10120, Estonia
&
Kalliope VriniotiDepartment of Preschool Education, Pedagogic School of Florina, University of Western Macedonia, P.O. Box 21, Florina53100, Greece
 show all
Pages 824-847 | Received 14 Jul 2014, Accepted 22 Aug 2014, Published online: 23 Sep 2014

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Panagiota Nasiopoulou, Pia Williams & Annika Lantz-Andersson. (2022) Preschool Teachers’ Work with Curriculum Content Areas in Relation to Their Professional Competence and Group Size in Preschool: A Mixed-methods Analysis. Scandinavian Journal of Educational Research 66:3, pages 533-548.
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Julia Rodríguez-Carrillo, Rosario Mérida-Serrano & María Elena González-Alfaya. (2020) ‘A teacher’s hug can make you feel better’: listening to U.S. children’s voices on high-quality early childhood teaching. European Early Childhood Education Research Journal 28:4, pages 504-518.
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Jarmila Bubikova-Moan, Hanne Næss Hjetland & Sabine Wollscheid. (2019) ECE teachers’ views on play-based learning: a systematic review. European Early Childhood Education Research Journal 27:6, pages 776-800.
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Jane Kirkby, Anne Keary & Lucas Walsh. (2018) The impact of Australian policy shifts on early childhood teachers’ understandings of intentional teaching. European Early Childhood Education Research Journal 26:5, pages 674-687.
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Katrien Van Laere & Michel Vandenbroeck. (2017) Early learning in preschool: meaningful and inclusive for all? Exploring perspectives of migrant parents and staff. European Early Childhood Education Research Journal 25:2, pages 243-257.
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Stig Broström. (2017) A dynamic learning concept in early years’ education: a possible way to prevent schoolification. International Journal of Early Years Education 25:1, pages 3-15.
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Articles from other publishers (20)

Σοφία Αυγητίδου, Σόνια Λυκομήτρου, Βασιλική Αλεξίου, Μαρία Μπιρμπίλη, Μαρία Αμπαρτζάκη, Μαρία Καμπεζά, Κυριακή Βέλκου & Σεβαστή Θεοδοσίου. (2024) Ενίσχυση των συμμετοχικών πρακτικών στην προσχολική εκπαίδευση: Μετασχηματίζοντας την ερευνητική γνώση σε εκπαιδευτικό υλικό. Έρευνα στην Εκπαίδευση 13:1, pages 111-124.
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Sofia Avgitidou, Maria Kampeza, Konstantinos Karadimitriou & Christina Sidiropoulou. (2024) Pre-Service Teachers’ Beliefs about Children’s Participation and Possibilities for Their Transformation during Initial Teacher Education. Education Sciences 14:3, pages 236.
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Karen McLean, Gillian Lake, Mary Wild, Ulla Licandro & Maria Evangelou. (2022) Perspectives of play and play-based learning: What do adults think play is?. Australasian Journal of Early Childhood 48:1, pages 5-17.
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Julia Rodríguez-Carrillo, Rosario Mérida-Serrano & Mª Elena González Alfaya. (2022) Educación infantil y calidad docente. HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11:Monográfico, pages 1-19.
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Johan Boström, Magnus Hultén & Per Gyberg. (2021) Rethinking construction in preschool: discerning didactic strategies in Swedish preschool activities. International Journal of Technology and Design Education 32:4, pages 2039-2061.
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Katja Mackowiak, Christina Küsshauer, Laura Budnik & Matthias Mai. (2022) Bildungsverständnis von pädagogischen Fachkräften in Kitas. Frühe Bildung 11:3, pages 140-147.
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Ahmet Sami KONCA & Seden DEMİRTAŞ İLHAN. (2021) Learning Activities in Preschool Classrooms: Preferences of Preschool Teachers and Views of Parents. Participatory Educational Research 8:4, pages 186-197.
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Igor Shiyan & Tatiana Le-van. (2021) Dialogue between Moscow teachers and parents about the quality of preschool education. SHS Web of Conferences 98, pages 01009.
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Nadine Correia, Helena Carvalho, Joana Durães & Cecília Aguiar. (2020) Teachers’ ideas about children’s participation within Portuguese early childhood education settings. Children and Youth Services Review 111, pages 104845.
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Nadine Correia, Helena Carvalho, Margarida Fialho & Cecília Aguiar. (2020) Teachers’ practices mediate the association between teachers’ ideas and children’s perceived participation in early childhood education. Children and Youth Services Review 108, pages 104668.
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Minyi Li, Kay Margetts & Berenice Nyland. 2020. Comparative Perspectives on Early Childhood Education Reforms in Australia and China. Comparative Perspectives on Early Childhood Education Reforms in Australia and China 77 95 .
Minyi Li, Kay Margetts & Berenice Nyland. 2020. Comparative Perspectives on Early Childhood Education Reforms in Australia and China. Comparative Perspectives on Early Childhood Education Reforms in Australia and China 61 75 .
Pekka Mertala. (2019) Teachers’ beliefs about technology integration in early childhood education: A meta-ethnographical synthesis of qualitative research. Computers in Human Behavior 101, pages 334-349.
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Nadine Correia, Cláudia Camilo, Cecília Aguiar & Fausto Amaro. (2019) Children's right to participate in early childhood education settings: A systematic review. Children and Youth Services Review 100, pages 76-88.
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Verónica C. Cobano-Delgado, Vicente Llorent-Bedmar & Alicia Sianes-Bautista. (2019) Formación inicial de profesionales de educación infantil en Alemania y Suecia. Perfiles Educativos 41:164, pages 47-64.
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Janete Silva Moreira & Ana Margarida Veiga Simão. (2019) Oportunidades de autorregulação em contexto pré-escolar: percepções e práticas de educadores de infância. Educação e Pesquisa 45.
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Ellen Os & Leif Hernes. 2019. Nordic Families, Children and Early Childhood Education. Nordic Families, Children and Early Childhood Education 139 171 .
Pernilla Sundqvist & Tor Nilsson. (2016) Technology education in preschool: providing opportunities for children to use artifacts and to create. International Journal of Technology and Design Education 28:1, pages 29-51.
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M. Li, B. Nyland, K. Margetts & Y. Guan. (2017) Early childhood educator’ perspectives on how infants and toddlers learn: Australia and China. International Journal of Child Care and Education Policy 11:1.
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Anette Sandberg, Stig Broström, Inge Johansson, Thorleif Frøkjær, Christa Kieferle, Anja Seifert, Angela Roth, Maire Tuul, Aino Ugaste & Meeli Laan. (2015) Children’s Perspective on Learning: An International Study in Denmark, Estonia, Germany and Sweden. Early Childhood Education Journal 45:1, pages 71-81.
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