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Toddlers beginning in Swedish day-care centres

Paper i proceeding
Författare Ingrid Pramling
Marita Lindahl
Publicerad i Paper presented at VII Congreso Nacional de Educación Pre-escolar, Bogotá, Colombia, 5-10 July
Publiceringsår 1993
Publicerad vid Institutionen för pedagogik och didaktik
Språk en
Ämnesord Preschool, toddler, ECE
Ämneskategorier Pedagogik

Sammanfattning

When day-care staff talk about the child’s adaptation to the day-care centre, they often use attachment theory as a frame of reference and focus on the separation between the mother and the child. This means that it is the young child’s social-emotional state which counts. But young children have many experiences which make their ”life-worlds” different from one another. Consequently, adjusting to a day-care centre is very much a question of experiencing and learning about the new world day-care represents. In an empirical study, ten 1 to 2 years old children were followed during their three first months in day-care. Every child was continuously video-recorded. The purpose of the study was to find and describe children’s different approaches to day-care. The general pattern, as well as the variation, will be discussed here. Another question which will be dealt with is the teacher’s role during this introductory period and the pedagogical significance of the results.

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Denna text är utskriven från följande webbsida:
http://www.gu.se/forskning/publikation/?publicationId=102042
Utskriftsdatum: 2019-12-07