What, Where, When and How: Finnish Children's Perceptions of Learning in Preschool

Autor/in	Mertala, Pekka
Titel	What, Where, When and How: Finnish Children's Perceptions of Learning in Preschool
Quelle	In: Early Child Development and Care, 192 (2022) 13, S.2023-2035 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mertala, Pekka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2021.1970546
Schlagwörter	Preschool Children; Student Attitudes; Psychomotor Skills; Art Activities; Learning; Educational Environment; Perception; Social Emotional Learning; Learner Engagement; Observational Learning; Incidental Learning; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schülerverhalten; Psychomotorische Aktivität; Künstlerische Tätigkeit; Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Wahrnehmung; Imitationslernen; Inzidentelles Lernen; Ausland; Finnland
Abstract	To be able to support young children in learning to learn--an ability that requires adapting often-unprecedented changes in society--teachers need to be aware of the ways in which children understand learning. In this qualitative study, 177 micro-interviews conducted with 41 Finnish children were analysed using an abductive method to understand their perceptions of learning in a preschool. Learning was perceived as learning to do or know things. Academic skills and contents, followed by motoric skills and sports, arts and crafts, socio-emotional skills and everyday skills, were mentioned as the learning contents. In addition, intentional teaching, teacher-initiated exercises, practising, cognitive engagement, casual observation, failures and accidents were mentioned as the enablers of learning. Implications for pedagogy and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01