Styrken vår er gruppa, det å være sammen mange – barnehagelærernes profesjonelle arbeid med å styrke barnehagegruppens læringsfellesskap

Author
Bøe, M., Hognestad, K., Steinnes, G. S., Fimreite, H. & Moser, T.
Source
Norsk Pedagogisk Tidsskrift, 103(2-3):184-196.
Year
2019

Purpose

The purpose of the study was to provide knowledge about how kindergarten teachers promote learning communities between children, where children can contribute to their own and others’ learning. The aim was to highlight and deepen the professional work of kindergarten teachers in order to promote such learning communities.

Result

The results indicate that kindergarten teachers significantly promoted learning communities by building relationships between the children. The kindergarten teachers followed up the children’s inclusion initiatives through supportive feedback. Furthermore, the researchers point to how the kindergarten teachers broaden what is happening in the community by actively participating in conversations with the children in order to help them express their emotions. In addition, the kindergarten teachers strengthened the children’s input and helped individual children become a resource in the community by, for example, showing interest in a child’s wishes and then following it up. The kindergarten teachers often used older children as support (scaffolding) for the younger children.

Design

The study was a qualitative observational study that looked at how kindergarten teachers promoted learning communities based on processes that arose in relationships between children in the pedagogical work. The data was collected in the form of video recordings from a previous study called ‘Hel-lær’, where qualitative shadowing was used. The researchers based their approach on Constructivist Grounded Theory.

In total, five medium-sized kindergartens participated in the study. The kindergartens were located in four municipalities in Eastern and Western Norway. A kindergarten teacher (pedagogical coordinator) from each kindergarten was shadowed for nine days. All participants were women aged 28-55 years old and had a minimum of five years of experience working in kindergartens.

References

Bøe, M., Hognestad, K., Steinnes, G. S., Fimreite, H. & Moser, T. (2019). «Styrken vår er gruppa, det å være sammen mange – barnehagelærernes profesjonelle arbeid med å styrke barnehagegruppens læringsfellesskap». Norsk Pedagogisk Tidsskrift, 103(2-3):184-196.

Financed by

Not specified