Bruken av sosiokulturelle og sosiomaterielle teorier i studier av barnehageansattes rolle i småbarns matematiske læringsprosesser

The study investigates how socio-cultural and socio-material theories are used to analyse the role of kindergarten staff in children’s mathematical learning processes. The study compares Lev Vygotsky’s focus on guidance and social interaction in learning processes with Karen Barad’s emphasis on how children learn through bodily interaction with the physical environment around them. The study seeks to show how a combination of these perspectives can provide a deeper understanding of the variation in kindergarten practices. The research question is: How does research based on Vygotsky’s socio-cultural theory and Barad’s socio-material theory describe the role of kindergarten employees in kindergarten children’s mathematical learning processes?

The results show that Vygotsky’s socio-cultural theory emphasises the importance of adult guidance and social interaction for kindergarten children’s mathematical learning. Barad’s socio-material theory, however, highlights the facilitation of learning through children’s bodily interactions with the material environment. Both approaches provide different but valuable insights into how kindergarten employees can support children’s learning processes. The research recommends a combination of the two perspectives to provide a more holistic understanding of the variation in kindergarten practices.

The study uses a systematic literature review to analyse how Vygotsky’s socio-cultural theory and Barad’s socio-material theory have been used in research on the role that kindergarten employees play in young children’s mathematical learning processes. Searches were conducted in several databases, including EBSCOhost and Google Scholar, to find relevant studies from a Nordic kindergarten context. The sample consisted of ten peer-reviewed articles and books, where the data collection was mainly based on observations and reflections from kindergarten staff.

Ackovic, J. (2023). Bruken av sosiokulturelle og sosiomaterielle teorier i studier av barnehageansattes rolle i småbarns matematiske læringsprosesser. Nordisk barnehageforskning, 20(2), 151–169.