A dynamic learning concept in early years’ education: a possible way to prevent schoolification

ABSTRACT

In early childhood education and care, Nordic social pedagogy approach is challenged by a learning orientation that often results in unproductive ‘either/or’ thinking. Therefore, based on the two approaches and by analysing several dimensions of Froebel’s ideas and prevailing social-historical activity (play) theory, the author deduces four generally accepted play criteria that form the basis for the construction of a dynamic and play-based learning concept that has the three following cornerstones as focal points: (1) learning happens in activities where the child is an active participant and interacts and communicates with other people; (2) meaningful activities pave the way for children’s learning; these are activities where the child’s motive aligns with the goal of the activity; and (3) learning is seen as a productive and creative activity characterised by imagination.

KEYWORDS:

• Play
• learning
• preschool
• social cultural theory
• dynamic learning concept

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1 The European organization OECD (Organisation for Economic Co-operation and Development).

2 Link to the Swedish curriculum in English: http://skolverket.se/publikationer?id=2704

3 Link to the Danish curriculum in English: http://eng.uvm.dk/Day-care/Pedagogical-curricula

4 Link to ‘a shared basis for strengthen curriculum’ (in Danish): http://umv.dk