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Being a tour guide or travel companion on the children's knowledge journey
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2015 (English)In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 185, no 11-12, 1928-1943 p.Article, review/survey (Refereed) PublishedText
Abstract [en]

The purpose is to discuss two competing theories of learning in preschool based on preschool teachers' views of knowledge and learning. The focus is mathematical learning but the discussion is applicable to all early childhood learning contexts. Preschool teachers' views on children's learning and development is important for the pedagogy they use and affects how they structure everyday life in the preschool and could lead to consequences for toddlers' knowledge development. In Swedish research on learning, we can identify two dominant, competing perspectives, one based on a predetermined linear course that can be understood as adults defining what is important for children to learn, and a multidimensional perspective, starting with children's knowledge - what they already know and express with spoken or unspoken language. I advocate the broader view of learning since the linear view gives children little opportunity to influence what is to be learned and in what way. Children's initiatives are overlooked in favour of teachers' perceptions of what is important to learn.

Place, publisher, year, edition, pages
2015. Vol. 185, no 11-12, 1928-1943 p.
Keyword [en]
preschool, learning, mathematics, teacher's pedagogy
National Category
Pedagogical Work
Research subject
Educational Work
URN: urn:nbn:se:kau:diva-40723DOI: 10.1080/03004430.2015.1028401ISI: 000365241400014OAI: diva2:907206
Available from: 2016-02-26 Created: 2016-02-26 Last updated: 2016-06-14Bibliographically approved

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Franzen, Karin
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