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

Autor/inn/en	Williams, P.; Sheridan, S.; Pramling Samuelsson, I.
Titel	A Perspective of Group Size on Children's Conditions for Wellbeing, Learning and Development in Preschool
Quelle	In: Scandinavian Journal of Educational Research, 63 (2019) 5, S.696-711 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2018.1434823
Schlagwörter	Child Welfare; Child Development; Preschool Children; Preschool Curriculum; Foreign Countries; Teacher Qualifications; Teacher Competencies; Physical Environment; Preschool Teachers; Educational Environment; Teaching Conditions; Intention; National Curriculum; Teacher Attitudes; Teaching Methods; Individual Instruction; Class Size; Learning Processes; Sweden + Suchen Sie Ihr Suchwort? Kindeswohl; Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Lehrqualifikation; Lehrkunst; Natürliche Umwelt; Erzieher; Erzieherin; Kindergärtnerin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrbedingungen; Unterrichtsbedingungen; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Individuelles Lernen; Klassengröße; Learning process; Lernprozess; Schweden
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01