Article

Barns frågor under en naturvetenskaplig aktivitet i förskolan

Nordisk Barnehageforskning 04/2010; 3(1). DOI: 10.7577/nbf.255
Source: DOAJ

ABSTRACT

In this study children’s questions during theme work about what is soil are analysed. Children’s questions are seen as expressions for children's experiencing and sense making. Activities in preschool are observed through video recordings. Twelve children, three to five years, and three teachers are included in the study. The results are presented on the basis of the focus of the children's questions and discussed in relation to children’s perspectives, learning and the development of the theme work over time. The results point at children’s questions as important didactic starting points when interacting about a specific content.

Full-text preview

Available from: hio.no
  • Source
    • "The preschool teacher listened to the children and participated in the process as co-wondering (medundrende) which supported the children's experimental participation. An open and listening preschool teacher can support children's participation and thus their learning (Thulin, 2010). The notion of the active and participating child is not in contradiction to the participating preschool teacher. "
    [Show description] [Hide description]
    DESCRIPTION: he article takes a first step in order to create a preschool science didaktik. The article contributes with formulation of five educational principles which might be seen as fundament for a preschool science didaktik.
    Full-text · Research · Oct 2015
    • "" Dette spørgsmål åbnede for yderligere spørgsmål og undren, der inddrog flere børn i undersøgelses-og laereprocessen . Forskning (Thulin, 2010) viser, at når paedagogen magter at lytte til børnenes udtryk og tanker og give tid, så opnår børnene mere erfaring, de bliver mere aktive, og de stiller flere spørgsmål. "

    No preview · Book · Aug 2015
    • "It is the teachers, not the children, who introduce anthropomorphic ideas into the communication, as Piaget told us earlier (Piaget 1976). But Thulin (2010) also shows how engaged children can be in a natural science setting and noticed how the teacher's introduction to the tasks affects the outcome. If she opens up by reflecting and questioning herself, it is most likely that children will become more eager to ask questions themselves. "
    [Show abstract] [Hide abstract]
    ABSTRACT: Only recently has Education for Sustainable Development (ESD) become a question for Early Childhood Education (ECE, including care). Since it is a new area of content in ECE, there are also many questions to sort out. Some people claim that young children should be sheltered from all the problems in the world, which is an understandable standpoint, but in this article I present arguments for ESD both as content (the object of learning) and a way of working with children (the act of learning) in the early years. Support for these arguments is found both in recent research and in international political/policy agreements.
    No preview · Article · Aug 2011 · International Journal of Early Childhood
Show more