The Educational Positioning of the Preschool-Class at the Border between Social Education and Academic Demands : An Issue of Continuity in Swedish Early Education?

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The Educational Positioning of the Preschool-Class at the Border between Social Education and Academic Demands : An Issue of Continuity in Swedish Early Education?

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Publication Article, peer reviewed scientific
Title The Educational Positioning of the Preschool-Class at the Border between Social Education and Academic Demands : An Issue of Continuity in Swedish Early Education?
Author(s) Ackesjö, Helena ; Persson, Sven
Date 2016
English abstract
This study’s overarching aim is to produce knowledge about the educational position of the preschool-class in a changing educational landscape. This position is analyzed through teacher’s own descriptions in the weekly reports they send home to the parents each week. The results illustrate how teachers in their weekly reports construct an educational position for the pre-school class that is influenced both by the social pedagogical position with an existence-oriented education and the academic school readiness position by preparing children for further schooling. This causes a variation in the preschool-class education and raises questions about continuity and equivalence in early education.
DOI http://dx.doi.org/10.15640/jehd.v5n1a19 (link to publisher's fulltext.)
Publisher American Research Institute for Policy Development
Host/Issue Journal of Education and Human Development;1
Volume 5
ISSN 2334-2978
Pages 182-196
Language eng (iso)
Subject(s) Preschool-class
social pedagogic tradition
academic tradition
school readiness
weekly reports
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/20925 (link to this page)

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