Att lyssna in barns frågor–en didaktisk utmaning

The study investigates how kindergarten teachers in an educational network reflect on didactic questions, focusing on how they listen to and respond to children’s questions and engagement in science and sustainable development. The goal is to explore how these discussions can help kindergarten teachers develop better teaching methods together. The research questions are: 1) What can a listening approach involve in project work based on children’s questions? 2) What didactic questions, considerations, and choices emerge in the kindergarten teachers’ discussions about the children’s and kindergarten teachers’ exploration, where listening to children’s questions serves as the starting point? 3) How do kindergarten teachers relate to the academic content and concepts that are identified?

The study shows that the educators’ listening approach in kindergarten increases children’s participation and engagement in learning. Aesthetic activities and nonverbal expressions play an important role in supporting children’s exploration of science. A balanced approach between planning and spontaneity is crucial, while educators must continually expand their academic knowledge to support the children’s curiosity and questions. This promotes a more engaged and meaningful learning process in kindergarten.

The data were collected during three network meetings in a forum for kindergarten teachers focused on science and sustainable development in Swedish kindergartens. Four parallel focus group discussions were conducted during each meeting. Each group consisted of around 8-10 participants, mainly kindergarten teachers, pedagogical leaders and coordinators from different kindergartens. The participants were mostly the same at all three occasions, but the composition of each group varied to allow for the exchange of experiences from several ongoing projects. In addition, one researcher participated in each group, who contributed to the discussion by asking follow-up questions and following up discussion threads. The discussions were documented through audio recordings and field notes that were transcribed and analysed.

Halvars, B., Elfström, I., Unga, J., & Svedäng, M. (2022). Att lyssna in barns frågor–en didaktisk utmaning. Nordisk barnehageforskning, 19(4), 143–162.