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Does group size matter in preschool teacher’s work? The skills teachers emphasise for children in preschool groups of different size

Journal article
Authors Pia Williams
Sonja Sheridan
Heidi Harju-Luukkainen
Ingrid Pramling Samuelsson
Published in Journal of Early Childhood Education Research
Volume 4
Issue 2
Pages 93-108
ISSN 2323-7414
Publication year 2015
Published at Department of Education, Communication and Learning
Pages 93-108
Language en
Keywords Preschool, group size
Subject categories Educational Sciences

Abstract

In recent years there has been a debate in the Nordic countries about group size in preschool and how it affects preschool teachers’ work and children’s wellbeing and learning. The aim of this article is to analyse and discuss how preschool teachers’ working with child groups of different sizes view the conditions for children’s learning and development related to different abilities and skills. The survey data consists of preschool teachers’ (N=698) responses to a questionnaire. The results indicated no statistically significant differences between preschool teachers’ views and emphases in groups of different sizes as regards the type of abilities in children’s learning. In all group categories, preschool teachers seem to emphasise a similar set of characteristics and social skills in children’s personal development; to be collaborative, to have respect, to have empathy and a good self-esteem or understanding of oneself.

Page Manager: Webmaster|Last update: 9/11/2012
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