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A Perspective of Group Size on Children’s Conditions for Wellbeing, Learning and Development in Preschool

Journal article
Authors Pia Williams
Sonja Sheridan
Ingrid Pramling Samuelsson
Published in Scandinavian Journal of Educational Research
Volume 63
Issue 5
Pages 696-711
ISSN 0031-3831
Publication year 2019
Published at Department of Education, Communication and Learning
Pages 696-711
Language en
Keywords Group size, preschool, preschool teachers, children, conditions for wellbeing, learning and development
Subject categories Pedagogy


This study explores how group size influences children’s conditions for wellbeing, learning and development in preschool in relation to the intentions in the revised (2010) Swedish preschool curriculum. The study is based on qualitative methods generated from interviews and open-ended questions in a questionnaire. Group size is dependent on three dimensions of preschool teacher’s experiences of group size, constituted of various aspects: preschool teacher qualifications and competence, physical indoor and outdoor environment and the composition of the child group. The dimensions and aspects affect the critical number of children for it to function in a qualitative good manner. If these dimensions and aspects do not interact constructively, teachers and children experience the group as large.

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