Broström S. A Dynamic Learning Concept in Early Years’ Education: a Possible Way to Prevent Schoolification
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Broström S. (2018) A dynamic learning concept in early years’ education: a possible way to prevent schoolification. Preschool Education Today. 8:12, 68–78. (in Russian)
This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)
Abstract
In early childhood education and care, Nordic social pedagogy approach is challenged by a learning orientation that often results in unproductive ‘either/or’ thinking. Therefore, based on the two approaches and by analysing several dimensions of Froebel’s ideas and prevailing social-historical activity (play) theory, the author deduces four generally accepted play criteria that form the basis for the construction of a dynamic and play-based learning concept that has the three following cornerstones as focal points: (1) learning happens in activities where the child is an active participant and interacts and communicates with other people; (2) meaningful activities pave the way for children’s learning; these are activities where the child’s motive aligns with the goal of the activity; and (3) learning is seen as a productive and creative activity characterised by imagination.
References
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44. Pirjov, G. D. 1974. Probleme des Spiels im Kindergartens. Berlin: Volk und Wissen.
45. Rogoff, B. 1990. Apprenticeship in Thinking. New York: Oxford University Press.
46. Rogoff, B. 1993. Children’s Guided Participation and Participatory Appropriation in Socioculturel Activity. In Development in Context. Acting and Thinking in Specific Environments, edited by Robert H. Wozniak and Kurt V. Fischer, 121–153. Mahwah, NJ: Lawrence Erlbaum Associates.
47. Rubin, K. H. 1980. Fantasy Play: Its Role in the development of Social Skills and Social Cognition. In Children’s Play, edited by K. H. Rubin, 69–84. San Francisco, CA: Jossey-Bass.
48. Schwartsmann, H. B. 1978. Transformations. The Anthropologi of Children’s Play. New York: Plenum Presse.
49. Singer, D. G., R. M. Golinkof, and K. Hirsh-Pasek. 2006. Play=Learning. How Play Motivates and Enhances Children’s Cognitive and Social-Emotional Growth. Oxford: Oxford University Press.
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56. Sutton-Smith, B., and D. Kelly-Byrne. 1984. The Phenomenon of Bipolarity in Play Theories. In Child’s Play: Developmental and Applied, edited by T. D. Yawkey and A. D. Pellegrini, 29–47. Hillsdale, NJ: Lawrence Erlbaum Associates.
57. Van der Veer, R., and J. Valsiner. 1991. Understanding Vygotsky. Oxford: Basil Blackwell.
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59. Vedeler, L. 1997. Dramatic Play:
A Format for ‘Literate’ Language? British Journal of Educational Psychology 67: 153–167.
60. Vygotsky, L. S. 1971. The Psychology of Art. Cambridge: MIT Press.
61. Vygotsky, L. S. 1978. Mind in Society. The Development of Higher Psychological Processes. Edited by M. Cole. Cambridge: Harvard University Press.
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63. Wertsch, J. W. 1985. Vygotsky and the Social Formation of the Mind. Cambridge, MA: Harvard University Press.
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2. Babock, B., ed. 1978. The Reversible World. Ithaca, NY: Concell University Press.
3. Bakhtin, M. M. 1981. The Dialogic Imagination: Four Essays. Edited by Michael Holquist. Translated by Caryl Emerson and Michael Holquist. Austin: University of Texas Press.
4. Bateson, G. 1971. The Message ‘This Is Play.’ In Child’s Play, edited by R. E. Herron and B. Sutton-Smith, 261–266. New York: Wiley.
5. Baumer, S., B. Ferholt, and R. Lecusay. 2005. Promoting Narrative Competence through Adult–Child Joint Pretense: Lessons from the Scandinavian Educational Practice of Play-world. Cognitive Development 20: 576–590.
6. Belling, M. N., S. Kirkegaard, S. Broström, A. S. Jensen, and K. og Rasmussen. 2016. Pædagogiske læreplaner i dagtilbud. Hvordan – og i hvilket omfang – inddrager pædagoger i danske daginstitutioner læreplanerne i faglige refleksioner og praksis? Research report. København: Danmarks Institut for Pædagogik og Uddannelse. (DPU). Aarhus Universitet.
7. Bodrova, E., and D. J. Leong. 2007. Tools of Mind. The Vygotskian Approach to Early Childhood Education. Ohio, NJ: Pearson and Merril Prentice Hall.
8. Broström, S. 1999. Drama-Games with Six-year Old Children. Possibilities and Limitations. In Perspectives on Activity Theory, edited by Y. Engeström and R.-L. Punamaki, 250–263. New York: Cambridge University Press.
9. Broström, S. 2002. Children Tell Stories. European Early Childhood Education Research Journal 10 (1): 85–97.
10. Broström, S. 2004. Modstand mod læring. Asterisk 8: 18–19.
11. Broström, S., A. Sandberg, I. Johansson, K. Margetts, B. Nyland, T. Frøkjær, C. Kieferle, et al. 2014. Preschool Teachers’ Views on Children’s Learning: An International Perspective. Early Child Development and Care. doi:10.1080/03004430.2014.958483.
12. Bruce, T. 1991. Time to Play: Play in Early Childhood. Sevenoaks: Hodder & Stoughton.
13. Carpenter, M., K. Nagell, and M. Tomasello. 1998. Social Cognition, Joint Attention, and Communicative Competence from 9 to 15 Months of Age. Chicago, IL: The University of Chicago Press.
14. Csikszentmihalyi, M. 1975. Beyond Boredom and Anxiety. San Francisco, CA: Jossey-Bass.
15. Dewey, J. (1916). Democracy and Education. An Introduction to the Philosophy of Education. New York: The Macmillian Co.
16. Dockett, S., and M. Fleer. 1999. Play and Pedagogy in Early Childhood: Bending the Rules. Marrickville: Harcourt Brace.
17. Elkind, D. 1981. The Hurried Child – Growing Up Too Fast Too Soon. Reading, MA: Addison-Wesley.
18. Elkind, D. 2001. Much Too Early. Education Matters Summer: 9–15. Accessed December 12, 2015. http://educationnext.org/much-too-early/.
19. Engeström, Y. 1987. Learning by Expanding. An Activity-Theoretical Approach to Development Research. Helsinki: Orienta-Konsultit.
20. Freire, P. 1972. Pedagogy of the Oppressed. Harmondsworth: Penguin Books.
21. Froebel, F. W. 1887. The Education of Man. New York: Appleton.
22. Heinsohn, G., and B. Knieper. 1975. Theorie des Kindergartens und der Spielpädagogik [Preschool Theory and Play Pedagogy]. Frankfurth am Main: Suhrkamp Verlag.
23. Hirsh-Pasek, K., R. M. Golinkoff, L. E. Berk, and D. G. Singer. 2009. A Mandate for Playfiul Learning in Preschool. Oxford: Oxford University Press.
24. Hogsnes, H. D. 2007. Fra sosialpedagogisk tradisjon til (før-)skoleorientert praksis. Et kritisk lys på nyere norsk barnehagepolitikk og praksis. Barn 1: 45–63.
25. Holzman, L. 1997. Schools for Growth: Radical Alternatives to Current Educational Models. London: Lawrence Erlbaum.
26. Huizinga, J. [1938]1955. Homo Ludens: A Study of the Play Element in Culture. Boston, MA: Beacon Press.
27. Klein, H. B., N. Moses, and R. Jean-Baptiste. 2010. Influence of Context on the Production of Complex Sentences by Typically Developing Children. Language Speech and Hearing Services in Schools 41: 289–302.
28. Kunnskapsdepartementet. 2014. Rammer for barnehagen, innhold og opgaver. Oslo: Kunnslapsdepartementet.
29. Kunnskapsdepartementet. 2016. Tid for lek og læring. Bedre innhold i barnehagen. Meld. St. 19 (2015–2016). Oslo: Kunnskapsdepartmentet.
30. Launer, I. 1968. Persönlichkeitsentwecklung in Vorschulalter bei Spiel und Arbeit. Berlin: Volk und Wissen.
31. Lavers, F. 1992. The Innovative Project EXPERIENTIAL EDUCATION and the Definition of Quality in Education. Leuven: Department of Educational Sciences of the Katholieke Universiteit of Leuven, Belgium.
32. Leontjev, A. N. 1978. Activity, Consciousness, and Personality. Englewood Cliffs, NJ: Prentice.Hall.
33. Leontjev, A. N. 1981. Problems of the Development of the Mind. Moscow: Progress.
34. Leung, C. B. 2008. Preschoolers’ Acquisition of Scientific Vocabulary Through Repeated Read-Aloud Events, Retellings, and Hands-On Science Activities. Reading Psychology 29: 165–193.
35. Levy, J. 1978. Play Behavior. New York: Wiley.
36. Lillemyr, O. F. 2009. Taking Play Seriously: Children and Play in Early Childhood Education – An Exciting Challenge. Greenwich, CT: Information Age.
37. Lindqvist, G. 1995. The Aesthetic of Play. A Didactic Study of Play and Culture in Pre-schools. Göteborg: Coronet.
38. Ministry of Children, Education and Equality. 2016. Master for en styrket læreplan. Copenhagen: Socialministeriet (Ministry of Social Affairs).
39. Ministry of Social Affairs. 2003. Lovforslag nr. L 124. Ændring af servicelov (Pædagogiske læreplaner i dagtilbud til børn). Socialministeriet. Fremsat den 17. December 2003 af socialministeren (Henriette Kjær).
40. Neeley, P. M., R. A. Neeley, J. E. Justen, and C. Tipton-Sumner. 2001. Scripted Play as a Language Intervention Strategy for Preschoolers with Developmental Disabilities. Early Childhood Education Journal 28 (4): 243–246.
41. OECD. 2004. Programme for International Student Assessment. Paris: OECD.
42. OECD. 2006. Starting Strong 2. Early Childhood Education and Care. Paris: OECD.
43. Piaget, J. 1962. Play, Dreams, and Imitation in Childhood. New York: Norton.
44. Pirjov, G. D. 1974. Probleme des Spiels im Kindergartens. Berlin: Volk und Wissen.
45. Rogoff, B. 1990. Apprenticeship in Thinking. New York: Oxford University Press.
46. Rogoff, B. 1993. Children’s Guided Participation and Participatory Appropriation in Socioculturel Activity. In Development in Context. Acting and Thinking in Specific Environments, edited by Robert H. Wozniak and Kurt V. Fischer, 121–153. Mahwah, NJ: Lawrence Erlbaum Associates.
47. Rubin, K. H. 1980. Fantasy Play: Its Role in the development of Social Skills and Social Cognition. In Children’s Play, edited by K. H. Rubin, 69–84. San Francisco, CA: Jossey-Bass.
48. Schwartsmann, H. B. 1978. Transformations. The Anthropologi of Children’s Play. New York: Plenum Presse.
49. Singer, D. G., R. M. Golinkof, and K. Hirsh-Pasek. 2006. Play=Learning. How Play Motivates and Enhances Children’s Cognitive and Social-Emotional Growth. Oxford: Oxford University Press.
50. Singer, D. G., and J. L. Singer. 1990. The House of Make-Believe. Cambridge, MA: Harvard University Press.
51. Skolverket. 2010. Curriculum for the Preschool Lpfö98 Revised 2010. Stockholm: Skoleverket.
52. Smilansky, S., and L. Shefatya. 1990. Facilitating Play: A Medium for Promoting Cognitive, Socioemotional and Academic Development in Young Children. Silver Spring, MD: Psychosocial & Educational.
53. Sommer, D. 2014. Læring, dannelse og udvikling. In Kvalificering til fremtidens daginstitution og skole, edited by D. Sommer and J. Klitmøller (Red.), 61–81. København: Hans Reitzels Forlag.
54. Stern, D. 1985. The Interpersonal World of the Infant. New York: Basic Books.
55. Sundsdal, E., and M. Øksnes. 2015. “Til forsvar for barns spontane lek. Nordisk tidsskrift for pedagogikk & kritikk 1: 1–11.
56. Sutton-Smith, B., and D. Kelly-Byrne. 1984. The Phenomenon of Bipolarity in Play Theories. In Child’s Play: Developmental and Applied, edited by T. D. Yawkey and A. D. Pellegrini, 29–47. Hillsdale, NJ: Lawrence Erlbaum Associates.
57. Van der Veer, R., and J. Valsiner. 1991. Understanding Vygotsky. Oxford: Basil Blackwell.
58. Vandenberg, B. 1986. Play Theory. In The Young Child at Play, edited by G. Fein and M. Rivkin, 17–22. Washington, DC: NAEYC.
59. Vedeler, L. 1997. Dramatic Play:
A Format for ‘Literate’ Language? British Journal of Educational Psychology 67: 153–167.
60. Vygotsky, L. S. 1971. The Psychology of Art. Cambridge: MIT Press.
61. Vygotsky, L. S. 1978. Mind in Society. The Development of Higher Psychological Processes. Edited by M. Cole. Cambridge: Harvard University Press.
62. Vygotsky, L. S. 2004. Imagination and Creativity in Childhood. Journal of Russian and East European Psychology 42 (1): 7–97.
63. Wertsch, J. W. 1985. Vygotsky and the Social Formation of the Mind. Cambridge, MA: Harvard University Press.
64. Wertsch, J. V. 1998. Mind in Action. New York: Oxford University Press.
65. Whitehurst, G. J. 2001. Much Too Late. Education Matters Summer: 16–23. Accessed December 22, 2015. http://educationnext.org/much-too-early.