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Preschool - an arena for children's learning of social and cognitive knowledge

Journal article
Authors Pia Williams
Sonja Sheridan
Published in Early years
ISSN 0957-5146
Publication year 2014
Published at Department of Education, Communication and Learning
Language en
Keywords early childhood; children ’ s learning; preschool practitioners
Subject categories Educational Sciences


The aim is to investigate Swedish preschool teachers ’ accounts of children ’ s learning in relation to the goals in the Swedish preschool curriculum. The research question is: “ What do preschool teachers see as fundamental aspects of learning in preschool practice? ” The study is based on interactionist perspectives founded in Urie Bronfenbrenner ’ s ecological systems theory in which individuals and environment in fl uence each other in a dynamic, reciprocal interaction. The data consist of interviews. The results show two themes that describe what teach- ers express as fundamental learning aspects in preschool practice: children ’ s learning of social knowledge and children ’ s learning of social and cognitive knowledge as integrated. The results show that some preschool teachers view social knowledge as fundamental to children ’ s learning. Others have a broader learning-oriented approach, which is grounded in the Swedish preschool curricu- lum and in modern theories of learning. This is an integrated learning approach, which is assumed to promote children ’ s learning and development in a long-term perspective.

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