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Barns ’agency’ i lekresponsiv undervisning

Kapitel i bok
Författare Pernilla Lagerlöf
Cecilia Wallerstedt
Anne Kultti
Publicerad i Forskning om undervisning och lärande
Sidor 44-63
ISBN 978-91-983896-8-5
Publiceringsår 2019
Publicerad vid Linnécentret for forskning om lärande (LinCS)
Institutionen för pedagogik, kommunikation och lärande
Sidor 44-63
Språk sv
Länkar https://forskul.se/tidskrift/volym-...
Ämnesord Agency, Play, Play-responsive teaching, Preschool education, Shared meaning making
Ämneskategorier Utbildningsvetenskap

Sammanfattning

The present study focuses on children’s agency, that is, children’s active participation, in play activities with teachers in preschool education. There is a contemporary discourse on play, emphasizing that teachers’ involvement could prevent children’s agency. At the same time, preschool is a play-based setting for enhancing children’s learning. In the article, we therefore problematize the relationship between children’s agency and teachers’ participation in terms of what we refer to as play-responsive teaching. We have conducted an interaction analysis to focus on how a teacher scaffolds a play activity, which contributes to children’s agency and learning. The findings show that the teacher makes children’s contributions legitimate and invites them to be co-producers of the play. On the basis of our empirical analysis, we therefore argue that agency is not something that can be taken for granted as naturally developing; rather, it is dependent on mediation. Therefore, the teacher has a central role in contributing to children’s development of agency.

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