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Naturorienterad utbildning i förskolan: Pragmatiska undersökningar av meningsskapandets individuella, sociala och kulturella dimensioner
Örebro universitet.
2013 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Place, publisher, year, edition, pages
Örebro: Örebro Universitet , 2013. , p. 232
National Category
Didactics
Research subject
Teacher Education and Education Work
Identifiers
URN: urn:nbn:se:hb:diva-8719OAI: oai:DiVA.org:hb-8719DiVA, id: diva2:899034
Supervisors
Available from: 2016-03-07 Created: 2016-01-31 Last updated: 2017-05-04Bibliographically approved
List of papers
1. Action with friction: a transactional approach to toddlers’ physical meaning making of natural phenomena and processes in preschool
Open this publication in new window or tab >>Action with friction: a transactional approach to toddlers’ physical meaning making of natural phenomena and processes in preschool
2012 (English)In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 20, no 3, p. 439-454Article in journal (Refereed) Published
Abstract [en]

Research into preschool education has paid a lot of attention to investigating children's conceptual development and cognitive learning about nature, with methods based on observations and verbal interviews before and after a teaching period. The purpose of this study has been to present and illustrate an approach that facilitates the analysis of practical meaning making in Early Childhood Education. The study is largely based on John Dewey's pragmatism and has a particular focus on his use of transaction, functional coordination, inquiry, educative experience and nature. In this context meaning making is understood as the growing, learning process that contributes to further actions in extended ways. A transactional approach to physical experiences, with a focus on analyses of toddlers' bodily actions in nature encounters, is illustrated by a video recording of a toddler's encounter with icy and clay surfaces. This encounter was analysed using Practical Epistemological Analysis. Toddlers' inquiry processes were studied with a specific focus on functional coordination, i.e. relations between different actions and their consequences when meeting the environment. The methodological approach contributes to further research by focusing on practical and physical learning processes. It can also be seen as a contribution to Early Childhood Science Education by showing the relation between previous experiences of natural phenomena and meaning making for further actions in extended ways.

Place, publisher, year, edition, pages
Routledge, 2012
Keywords
Pedagogy, Early Childhood Education
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-8280 (URN)10.1080/1350293X.2012.704765 (DOI)2320/14200 (Local ID)2320/14200 (Archive number)2320/14200 (OAI)
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-12-01Bibliographically approved
2. Children’s meaning-making of nature in an outdoor-oriented and democratic Swedish preschool practice
Open this publication in new window or tab >>Children’s meaning-making of nature in an outdoor-oriented and democratic Swedish preschool practice
2014 (English)In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 22, no 2, p. 229-253Article in journal (Refereed) Published
Abstract [en]

Previous research has shown that the Swedish preschool educational tradition is characterised by outdoor-oriented and democratic approaches. The purpose of this study is to empirically investigate what consequences these approaches have for preschool children's meaning-making of nature, when studied in practice, in children's spontaneous outdoor activities. The methodology is based on John Dewey's pragmatism with a specific focus on transaction, habits and customs. A transactional analysis method has been developed to fulfil the purpose of the investigation. The analysis illuminates relations between: (1) the Swedish preschool's educational tradition in terms of national customs; and (2) the local customs expressed in practice. Fifty-seven events were chosen for further analysis including play with water and sand, and sliding on snow. Consequences for children's meaning-making of nature are shown as possibilities for experience-based inquiry based on children's own choices and also for enjoying and feeling good in nature. The results show fewer possibilities for scientific concept learning. The results can thus be seen as a contribution to the early childhood educational discussion about how to arrange learning situations of natural phenomena and processes in preschools and at the same time maintain their democratic/outdoor-oriented characteristics.

Place, publisher, year, edition, pages
Routledge, 2014
Keywords
Swedish preschool, pragmatism, democracy, culture, outdoor, meaning-making
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-8281 (URN)10.1080/1350293X.2014.883721 (DOI)2320/14201 (Local ID)2320/14201 (Archive number)2320/14201 (OAI)
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-12-01Bibliographically approved
3. Doing, knowing, caring and feeling: Exploring relations between nature-oriented teaching and preschool children’s learning
Open this publication in new window or tab >>Doing, knowing, caring and feeling: Exploring relations between nature-oriented teaching and preschool children’s learning
2014 (English)In: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 22, no 1, p. 37-58Article in journal (Refereed) Published
Abstract [en]

Research has shown that early childhood science education is based on education and care, sometimes stressed as a dichotomy. The purpose of this study is to empirically investigate the relations between teachers' teaching and children's learning in preschool practice, both in terms of educative processes and nature-oriented content. The ambition is also to develop and present an analysis method that facilitates these investigations. Outdoor nature experiences of preschool children (aged one to three) were video-recorded, transcribed and analysed. The methodology is based on John Dewey's pragmatic philosophy. Here, epistemological move analysis (oriented towards teachers' guiding processes as moves) and substantive learning quality analysis (oriented towards multi-dimensional learning qualities) are developed and used as analysis tools. The analyses show that the relations between teaching and learning processes and nature content are intertwined and include education and care. The teachers guide towards aesthetical, moral, cognitive and physical qualities in learning by challenging, admonishing, instructional, confirming, generative, reorienting and reconstructing moves. The results contribute to nature-oriented teaching practice and nature-oriented preschool research when discussing and investigating teaching and learning processes and nature content.

Place, publisher, year, edition, pages
Routledge, 2014
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-8282 (URN)10.1080/09669760.2013.809655 (DOI)2320/14202 (Local ID)2320/14202 (Archive number)2320/14202 (OAI)
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-12-01Bibliographically approved

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Klaar, Susanne

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