Everyday Environments and Activities of Children and Teachers in Swedish Preschools

Autor/inn/en	Åström, Frida; Björck-Åkesson, Eva; Sjöman, Madeleine; Granlund, Mats
Titel	Everyday Environments and Activities of Children and Teachers in Swedish Preschools
Quelle	In: Early Child Development and Care, 192 (2022) 2, S.187-202 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Åström, Frida) ORCID (Björck-Åkesson, Eva) ORCID (Sjöman, Madeleine) ORCID (Granlund, Mats)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1754209
Schlagwörter	Preschool Teachers; Preschool Children; Preschool Education; Student Participation; Play; Interaction; Teacher Role; Foreign Countries; Child Development; Incidence; Interpersonal Relationship; Proximity; School Schedules; Sweden + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Spiel; Interaktion; Lehrerrolle; Ausland; Kindesentwicklung; Vorkommen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lebensnähe; Schulzeiteinteilung; Schweden
Abstract	How preschool teachers and children spend their time in preschool sets the stage for child engagement and learning. To describe characteristics of environments and activities and to compare child engagement in indoor and outdoor free play, systematic observations of children and teachers were performed in 78 Swedish preschool units. Results showed that indoor and outdoor free play were the main activity settings. Children interacted as much with other children as with teachers. The content focus was dominated by non-pretend play, construction, art and music, followed by pretend play and academic contents. Child engagement was significantly higher in free play indoors compared to outdoors. Teachers engaged in varied tasks, but their central task was managing. Teachers were typically in proximity to small groups of children, or by themselves, and mostly talked to or listened to a single child. Findings are discussed in relation to the preschool curriculum and future research needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01