Investigating Swedish Preschool Teachers’ Intentions Involved in Grouping Practices

Författare
Nasiopoulou, P.
År
2020

Syfte

The study investigates the intentions of kindergarten teachers when they divide the children into smaller groups. The researcher analyses how kindergarten teachers assess different indicators in grouping practices, such as class environment, play and interaction, as well as children’s learning. The research question is: What type of latent intentions can be identified in kindergarten teachers’ assessments related to grouping practices?

Resultat

The analysis identified two different assessment profiles in the kindergarten teachers’ grouping practices: a relational profile and an organisational profile. In both practices, the kindergarten teachers focused on children’s play opportunities, learning, communication and interaction, as well as the children’s opportunities to share their own experiences and interests. The kindergarten teachers were of the opinion that assessments related to the division of children into smaller groups were useful when working with different learning objectives.

Design

The sample consists of 698 kindergarten teachers from 46 Swedish municipalities. The kindergarten teachers answered a questionnaire about assessments they made when dividing a large group of children into smaller groups. The various assessments behind such practices were measured using eleven different variables that the kindergarten teachers were asked to rank on a scale from high importance to low importance. The variables were linked to four themes: a good and supportive group environment, children’s play opportunities, children’s interactions and learning opportunities.

Referenser

Nasiopoulou, P. (2020). “Investigating Swedish Preschool Teachers’ Intentions Involved in Grouping Practices”. Early Childhood Education Journal, 48(2020):325-335.