Tímarit um menntarannsóknir - 01.01.2005, Blaðsíða 66
66
Tímarit um menntarannsóknir, 2. árgangur 2005
Abstract
How do playschool teachers talk about
playschool education?
The purpose of the study was to explore
Icelandic preschool directors’ discourses
on preschool and their views on children
and childhood. Data were collected in 2001-
2003 through interviews with 60 preschool
directors in different municipalities in Iceland.
In analyzing the data Bertram and Pascal’s
definitions of effective learners and Lilian
Katz’s classification of learning goals were
used. The results of the study illustrate how
Icelandic preschool teachers talk about the
role and the aims of preschool education. Their
views were to some extent consistent with
the National Curriculum Guidelines. They
emphasized socialization, informal teaching
through play and creative activities. Two views
of the child were evident, on one hand the child
as innocent, enjoying childhood and needing
protection and care, and on the other hand the
child as a competent, independent individual
who is capable of reconstructing knowledge in
cooperation with other children and adults.
Heimildir
Barnavinafélagið Sumargjöf. (1976).
Barnavinafélagið Sumargjöf 50 ára.
Reykjavík: Barnavinafélagið Sumargjöf.
Bennett, J. (2003). Starting strong: The
persistent division between care and
education. Journal of Early Childhood
Research, 1(1), 21–48.
Bertram, T. og Pascal, C. (2002a). Assessing
what matters in the early years. Í J. Fisher
(Ritstj.), The foundations of learning (bls.
87–101). Buckingham: Open University
Press.
Bertram, T. og Pascal, C. (2002b). What
counts in early learning. Í B. Spodek og
O. N. Saracho (Ritstj.), Contemporary
perspectives on early childhood
curriculum (bls. 241–260). Greenwich,
CT: Information Age.
Bogdan, R. C. og Biklen, S. K. (1998).
Qualitative research for education. An
introduction to theory and methods.
Boston: Allyn and Bacon.
Broström, S. (2003). Unity of care, teaching
and upbringing: A theoretical contribution
towards a new paradigm in early
childhood education. Í M. Karlsson
Lohmander (Ritstj.), Researching early
childhood (bls. 21–38). Göteborg:
Göteborg University.
Dahlberg, G. og Moss, P. (2005). Ethics and
politics in early childhood education.
London: RoutledgeFalmer.
Dahlberg, G., Moss, P. og Pence, A. R.
(1999). Beyond quality in early childhood
education and care: Postmodern
perspectives. London: Falmer Press.
Goldstein, L. S. (1999). The relational zone:
The role of caring relationships in the
co-construction of mind. American
Educational Research Journal, 36(3),
647–673.
Jóhanna Einarsdóttir. (2001). Starfsaðferðir og
sannfæring leikskólakennara. Uppeldi og
menntun, 10, 149–165.
Jóhanna Einarsdóttir. (2003). The role of
playschools and playschool teachers:
Icelandic playschool educators’s
discourses. Early Years: An International
Journal of Research and Devlopment,
3(3), 47–68.
Hvernig tala leikskólastjórar um leikskólann?