Post-structurally and didaktically informed teaching arrangements in preschool – exemplified by “rhythmatechs” as multivocal teaching

The study investigates how a post-structural and didactic framework can be used to develop teaching programmes in Swedish kindergartens. The research question is: What can characterise the questions ‘what’, ‘how’ and ‘why’ in such a teaching programme? In particular, the study focuses on how interdisciplinary teaching content, especially the concept of ‘rhythmatechs’ (a combination of rhythm, mathematics and technology), is implemented and evaluated in the kindergartens.

The findings show that ‘rhythmatechs’ helps integrate rhythm, mathematics and technology in a way that provides children with a broader learning experience. Teaching was characterised by non-linear processes, where learning objectives developed along the way. The teaching programme enabled kindergarten teachers to create dynamic and flexible learning environments.

Methodically, the study is based on a qualitative approach using action research as the main method. The researchers worked with kindergarten teachers in 44 kindergartens in Sweden to develop and test the teaching programme. The data collection consisted of written documents, video recordings and photographs. Abductive analysis was used to interpret the data.

Holmberg, Y. C., & Vallberg-Roth, A.-C. (2022). Post-structurally and didaktically informed teaching arrangements in preschool – exemplified by “rhythmatechs” as multivocal teaching. Educare, (2), 212–248.