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

Abstract

This comparative study investigated the perspectives of preschool teachers in Australia, Denmark, Estonia, German, Greece and Sweden about learning and participation in preschool. A structured survey questionnaire investigated four main questions: What situations can be characterised as learning? What activities are important for learning? What are the best conditions for children's learning? How do preschool teachers understand participation in relation to children's learning in preschool? Results suggest that play, interactions with other children and adults, the provision of different activities and teacher support are important for children's learning. While similarities were noted, results indicate some disparity between countries and a further in-depth interview-style study is recommended to provide a deeper understanding of teachers’ perspectives and practices around children's learning.

Keywords:

• learning
• participation
• curriculum
• preschool
• teacher's perspectives

Notes on contributors

Stig Broström is Professor in Early Childhood Education and Care in the Department of Education, Aarhus University, Copenhagen, Denmark; e-mail: [email protected]. His main areas of research are related to educational and curriculum theories, preschool day care and the early years of school with a focus on children's play, social competence and friendships. He is head of the Childhood, Learning and Education Research unit.

Anette Sandberg is a Professor of Education in the School of Education, Culture and Communication, Malardalens University, Västerås, Sweden; e-mail: [email protected]. Her research interests are in early childhood education with an emphasis on play, the experiences of preschool teachers from different areas, and early intervention.

Inge Johansson is Professor in the Department of Child and Youth Studies, University of Stockholm, Stockholm, Sweden; e-mail: [email protected]. His research is focused on pedagogical content in services for young school children, preschool and the transition between preschool and school, and the linkage between parents, school and quality.

Kay Margetts is Associate Professor in Early Childhood Studies in the Melbourne Graduate School of Education, University of Melbourne, Australia; e-mail: [email protected]. Her research interests include children's transition, adjustment and progress in primary school and early years curriculum and pedagogy.

Berenice Nyland is Associate Professor in the School of Education, RMIT University, Melbourne, Australia; e-mail: [email protected]. Her research interests focus on infant–toddler care and education, the arts in early childhood, and curriculum and learning frameworks.

Thorleif Frøkjær is in the Professionshøjskolen–University College, University College Capital, Copenhagen, Denmark; e-mail: [email protected]. His areas of research include teachers views of learning, pedagogy and learning environments with a focus on didactic perspectives, science education, and educational documentation and evaluation.

Christa Kieferle is a linguist and researcher at the Bavarian State Institute of Early Childhood Research Munich, Germany; e-mail: [email protected]. Her research interests have a strong focus on language and second language acquisition, multi-lingualism and diversity and intercultural education.

Anja Seifert works at the Institute of Education, University of Education Ludwigsburg, Germany; e-mail: [email protected]. Her key interests and research address teaching and learning in primary school – dealing with difference and heterogeneity, transition to school and the professionalism of primary school teachers.

Angela Roth is a sociologist and Senior Researcher at the Bavarian State Institute of Early Childhood Research, Munich, Germany; e-mail: [email protected]. Recent research projects include milestones of physical development, and curriculum health prevention and education of children up to three years in day care.

Aino Ugaste is Professor of Early Childhood Education in the Institute of Educational Sciences, Talinn University, Estonia; e-mail: [email protected]. She specialises in early childhood education and her main areas of research are teacher professional development, parenting and multi-cultural education.

Kalliope Vrinioti is Assistant Professor in Comparative Education in the Department of Preschool Education, Pedagogic School of Florina, University of Western Macedonia, Greece; e-mail: [email protected]. Her research includes teacher professionalism, curriculum, children's learning, literacy learning and the transition to primary school.