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PROGRAM OF SWEDISH-RUSSIAN SEMINAR EARLY CHILDHOOD EDUCATION: ZONE OF PROXIMAL DEVELOPMENT

PROGRAM OF SWEDISH-RUSSIAN SEMINAR EARLY CHILDHOOD EDUCATION: ZONE OF PROXIMAL DEVELOPMENT. Swedish preschool challenges Preschool teacher competence – a didactical perspective Professor Sonja Sheridan, University of Gothenburg Sonja.sheridan@ped.gu.se Moscow, 27-29 May, 2014.

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PROGRAM OF SWEDISH-RUSSIAN SEMINAR EARLY CHILDHOOD EDUCATION: ZONE OF PROXIMAL DEVELOPMENT

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  1. PROGRAM OF SWEDISH-RUSSIAN SEMINAR EARLY CHILDHOOD EDUCATION: ZONE OF PROXIMAL DEVELOPMENT Swedish preschool challenges Preschool teacher competence – a didactical perspective Professor Sonja Sheridan, University of Gothenburg Sonja.sheridan@ped.gu.se Moscow, 27-29 May, 2014

  2. Preschool teaching in Sweden – a profession in change • The aim of this study is to investigate the meaning given to preschool teacher competence by Swedish preschool teachers. • The sample consists of 30 preschools, 15 in the country’s two major cities, Stockholm and Gothenburg, and 15 preschools from the rural area of Mälardalen in mid Sweden. • Interviews with 30 preschool teachers

  3. Three dimensions of preschool teacher competence Knowledge of what & Why Knowledge of How Interactive & relational competences

  4. Different and integrated views • Developmental psychological perspectives • What children know or not • A developmental chain….. • Socio-cultural perspectives • Relationships, situated learning, contextual learning • Preschool teachers seem to be in the intersection between perspectives

  5. The teacher’s knowledge and competence • Knowledge of children’s learning in general • Knowledge of children’s learning of specific contents • Content knowledge • Knowledge about the objects of learning (what children’s attentions have to be focussed on) • Skills to communicate and take children’s perspectives • Skills to create an environment where children communicate and interact

  6. The teacher’s knowledge and competence Preschool didactics • Interest in and intention to build on children’s perspectives • Competence to establish and maintain an inter-subjectivity over time • Competence to establish a learning build on a series of events • Competence to introduce children to contents, special categories, patterns, similarities and differences • Reciprocal communication (meta communication) • Activities that are both goal-oriented and child-centred

  7. The teacher’s knowledge and competenceto discern, observe and evaluate quality in preschool • Implementation and understanding of curriculum goals • Goals integrated in preschool activities and content • Preschool structure – the structure of the day • The physical room inside and outside • Materials and how they are used by teacher and child • Teachers’ learning orientation and competence (general competence, pedagogical competence, content knowledge, didactical knowledge). • Children’s experiences – what children express and how they act – follow their learning process • Communication and interaction • The emotional climate

  8. The teacher’s knowledge and competenceTo discern, observe and assess the child’s learning and outcomes • Observation • Tests • Rating scales • Check lists • Documentation • Narrative approach • In Sweden: aims to gain knowledge of each child’s learning process in relation to specific goals/contents in order to enhance conditions for children’s learning.

  9. Challenges • Integration of curriculum goals in the preschool practice • A shift from the planning of activities to a focus on children’s learning and the object for learning - what children should have possibilities to learn about. • Preschool didactics: what the object for learning means for children’s learning and understanding, the teacher’s teaching and the creation of a learning environment. • View on children’s learning and meaning making as relational and contextual • Competence to evaluate the preschool quality • Competence to assess children’s learning processes and outcomes

  10. Some references • Sheridan, S. (2001). Quality Evaluation and Quality Enhancement in Preschool - A Model of Competence Development. Early Child Development and Care, 166, 7-27. • Sheridan, S., Giota, J., Han, Y. M., & Kwon, J. Y. (2009). A cross-cultural study of preschool quality in South Korea and Sweden: ECERS evaluations. The Early Childhood Research Quarterly, 24, 142-156. • Sheridan, S. (2009). Discerning pedagogical quality in preschool. Scandinavian Journal of Educational Research, 53(3), 245-261. • Sheridan, S., Williams, P., Sandberg, A. et al. (2011). Preschool teaching in Sweden - a profession in change. Educational Research, 53(4), 415-437. Nr. 148365 • Sandberg, A., Lillvist, A., Sheridan, S., Williams, P., & Vuorinen, T. (2012). Play competence as a window to preschool teachers’ competence. International Journal of Play, 1(2), 184-196.DOI:10.1080/21594937.2012.693385 • Sheridan, S., Williams, P., & Sandberg, S. (2013). Systematic quality-work in preschool International Journal of Early Childhood, 45(1), 123-150.

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