You Can Learn Something Every Day! Children Talk about Learning in Kindergarten--Traces of Learning Cultures

Autor/in	Alvestad, Marit
Titel	You Can Learn Something Every Day! Children Talk about Learning in Kindergarten--Traces of Learning Cultures
Quelle	In: International Journal of Early Childhood, 43 (2011) 3, S.291-304 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-011-0046-6
Schlagwörter	Learning Theories; Educational Research; Foreign Countries; Kindergarten; Preschool Teachers; Epistemology; Young Children; Early Childhood Education; Interviews; Video Technology; Phenomenology; Hermeneutics; Norway + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Bildungsforschung; Pädagogische Forschung; Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Erkenntnistheorie; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Interviewing; Interviewtechnik; Phenomenological psychology; Phänomenologie; Psychologie; Hermeneutik; Norwegen
Abstract	Discussion of learning in the kindergarten context is growing both in Norway and internationally. This article focuses on some central aspects of learning described by groups of children aged 4-6 years, in three Norwegian kindergartens. The research concerns children's descriptions of aspects of learning experienced in their everyday life in kindergartens and what this tells us about learning cultures in these contexts. This study is an independent part of a small-scale study focusing on various aspects of learning and play from the perspective of children and preschool teachers. It is based on videotaped interviews with three small groups of children conducted by the teachers, who also were interviewed. Theoretically, the study is built on socio-cultural perspectives together with some critical dimensions from the theory of learning cultures and activity theory. The study is based on a phenomenological and hermeneutic epistemology. The analyses resulted in three broad descriptive categories: learning contexts, ways of learning and the value of learning, which are discussed in relation to the learning cultures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10