Barns tilgang til erfaringer som er relevante for samfunnsfag: En analyse av kontinuitet og progresjon i planverket for småskole og barnehage

The study focuses on how the curriculum for kindergarten and primary school facilitates providing children with access to social studies-relevant experiences. The research question is: To what extent does the curriculum facilitate academic progression between the local community and society in kindergarten and social studies in primary school?

The results show that the curriculum is ambivalent regarding academic progression, in that the curriculum for social studies in school is limited in taking into account which social studies-relevant experiences children should be offered in kindergarten. Furthermore, the study indicates that the curriculum places little emphasis on the importance of experience in children’s learning.

The study compares the framework plan for kindergartens and the curriculum for social sciences in primary school in order to investigate how these steering documents set the premises for children’s social studies-relevant experiences and learning. The data material in the study consists of the primary school curriculum for social studies in the 2020 Knowledge Promotion Reform, as well as the descriptions for the corresponding subject area about the local community and society in the framework plan for kindergartens. To compare the various steering documents, the researcher has developed and used an analysis tool based on the theory of progression as a continuity in experience.

Hidle, K.-M. W. (2022). Barns tilgang til erfaringer som er relevante for samfunnsfag: En analyse av kontinuitet og progresjon i planverket for småskole og barnehage. Acta Didactica Norden, 16(1).