Purpose
The study investigates how kindergarten teachers in Sweden approach teaching in kindergarten after teaching was legislated in 2010. The purpose of the research is to gain more knowledge about what characterises teaching in kindergartens. The research questions are:
- What characterises kindergarten teaching based on theory-informed teaching models in participants’ texts and documented collaborative actions?
- What traces of didactic models can be derived from the participants’ texts and documented collaborative actions?
Result
The results show that theoretically informed teaching models support kindergarten teachers in their complex work. The investigation also found that these theoretically informed teaching models strengthen the kindergarten teachers’ ability to balance scientifically based teaching with practical experience. The results highlight the importance of reflexive practice and variation in teaching, as they appear to promote children’s learning and development.
Design
Research data were collected from 40-44 kindergartens in Sweden, and a praxiographic research design was used. The data material consisted of 350 co-plans, 305 co-evaluations and 35 hours of video material. The data material was analysed using an abductive analysis process, in which theories and empirical data were mutually interpreted.
References
Vallberg Roth, A. C., Ekberg, J. E., Holmberg, Y., Sjöström, J., & Stensson, C. (2022). Teaching in preschools: Multivocal didaktik modelling. Educare, (2), 58–101.