Purpose
The study investigates how teaching can be understood as an integral part of kindergarten practice by focusing on the connection between kindergarten teachers’ reflections on their own teaching and the culture of the kindergarten they work in. The research question is: How is teaching described and adapted in kindergarten?
Result
The study results in a description of three different perspectives that are key to teaching and teaching culture in kindergarten: learning processes in motion, kindergarten teachers’ participation and presence, and distinguishing areas of knowledge through listening.
Design
The study is based on email interviews and focus group interviews with seven kindergarten teachers from two departments in a kindergarten working with inclusive and listening pedagogy. Six of the kindergarten teachers worked with children between the ages of one and two, while one worked as a studio artist. The kindergarten teachers participated in reflection conversations where the educational teaching programme in one of the kindergarten’s projects was discussed. The researchers made audio recordings and transcribed the conversations, which were then analysed in light of the kindergarten’s teaching culture, various teaching relationships, and how the curriculum was reflected in the children’s actions.
References
Lindstrand, S., Lecusay, R., & Mrak, L. (2022). Lyssnande undervisning i förskolan. Nordisk barnehageforskning, 19(4), 206–226.