Literaturnachweis - Detailanzeige
Autor/inn/en | Williams, P.; Sheridan, S.; Pramling Samuelsson, I. |
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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 |
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 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 |