Limes and Lemons: Teaching and Learning in Preschool as the Coordination of Perspectives and Sensory Modalities

Autor/inn/en	Kultti, Anne; Pramling, Niklas
Titel	Limes and Lemons: Teaching and Learning in Preschool as the Coordination of Perspectives and Sensory Modalities
Quelle	In: International Journal of Early Childhood, 47 (2015) 1, S.105-117 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-015-0130-4
Schlagwörter	Preschool Education; Learning Modalities; Preschool Teachers; Preschool Children; Teacher Student Relationship; Instruction; Coordination; Experience + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Lernumgebung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching process; Unterrichtsprozess; Koordination; Erfahrung
Abstract	This article proposes a conceptualization of teaching and learning in early childhood education, as the coordination of perspectives held by children and teachers through engaging different sensory modalities in the learning process. It takes a sociocultural theoretical perspective. An empirical example from a routine mealtime situation is presented to illustrate the ideas. In the example, the teacher and young children, aged 1-3 years, engage in a dialogue about limes and lemons. Within this dialogue, over mealtime in a preschool, children and teachers interconnect experiences to make mutual sense. It is argued that teaching can be conceptualized in terms of coordinated actions and more specifically the coordination of communicated perspectives, modalities, and experiences. This notion of teaching is useful to clarify how teachers can support children's learning in the collective arena of preschool. It highlights the social and communicative nature of teaching in a form appropriate to understanding this process in the context of this setting. Through coordinating perspectives, experiences and situations across time, the teacher is shown to facilitate the children's participation, communication in a second language, and, per implication, learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01