Individual development plans from a critical didactic perspective : focusing on Montessori- and Reggio Emilia-profiled preschools in Sweden

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Individual development plans from a critical didactic perspective : focusing on Montessori- and Reggio Emilia-profiled preschools in Sweden

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Publication Article, peer reviewed scientific
Title Individual development plans from a critical didactic perspective : focusing on Montessori- and Reggio Emilia-profiled preschools in Sweden
Author(s) Vallberg Roth, Ann-Christine ; Månsson, Annika
Date 2011
English abstract
Individual development plans, which are sometimes designed as ”agreements - contracts”, can be considered the most rigid type of regulation on the individual level in the history of preschool in Sweden. Today we speak about a deregulated school. This regulation seems to have changed its character, gradually drifting from school regulation to individual and self regulation. The study aims to map and discuss the variation of content and positions for children in the documentation from all preschools in a municipality in the south of Sweden. Documentation and individual development plans (IDP) are studied from preschools with different pedagogical profiles. Materials from Montessori - and Reggio Emilia inspired preschools are focused. A critical didactic perspective refers to a discussion and critical scrutiny of the structure of contents, assessment and position off children in different types of documentation. The perspective leads to questions like: How is content constructed, and what governs the choice of content in IDPs and documentation at the institutional and individual levels? How is content related to pedagogical profile? What identities and positions are formulated for children in relation to various contents and profiles? The empiric in the study was gathered 2008 and comprises text in the form of governing documents on different levels: as municipal guidelines, profile descriptions on the municipality's websites and IDP forms. Tentative results show a variation with both similar and diverse constructions of contents and positions related to pedagogical profiles.
DOI http://dx.doi.org/10.1177/1476718X10389148 (link to publisher's fulltext)
Publisher SAGE
Host/Issue Journal of Early Childhood Research;3
Volume 9
ISSN 1741-2927
Pages 247-261
Language eng (iso)
Subject(s) Children
Critical Didactics
Individual Development Plans
Montessori
Preschool
Profile
Reggio Emilia
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/12958 (link to this page)

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