Lindahl I. Interacting with the child in preschool: a crossroad in early childhood education
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Lindahl I. Interacting with the child in preschool: a crossroad in early childhood education // Preschool Education Today. 2017, Issue 2 -
p. 44–55.
This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)
Abstract
How can preschool teachers approach multiplicity and complexity in the preschool? The aim of this article is to discuss two approaches to education, one based on design and the other on open reflection, and to propose ‘situational sensitivity’ as a concept connected within the latter approach. Special attention is paid to the ethical encounter with the child. The first approach is characterised by learning study, didactic analysis, advocate planning, and educational designs, and is guided by a logic which reduces multiplicity. The second approach to education, exemplified here in the ‘Wondering Together’ project, stresses a more open, reflective attitude that welcomes multiplicity. I argue that situational sensitivity is an expression of that open, welcoming logic. Situational sensitivity supports the concept of bildung, the development of the whole person, by educating towards the knowledge necessary for understanding the world and by honouring the child’s experience and perspective.
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30. Sдfstrцm, C-A. 2005. Skillnadens pedagogik – Nya vдgar inom den pedagogiska teorin [The education of differences – new paths in pedagogical theory]. Lund: Studentlitteratur. European Early Childhood Education Research Journal 67
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34. Tickle, L. 1993. “Capital T teaching.” In Reconstructing Teacher Education: Teacher Development, edited by J. Elliot, 110–124. London: Falmer.
2. Brьning, B. 1996. “Doing Philosophy for Children in Discursive and Non-Discursive Modes.” In Methods of Art to Knowledge, edited by R. Berg and M. Campart, 85–102. Lund: Centrum fцr didaktik vid Lunds universitet, Skriftserie.
3. Burman, E. 2007. Deconstructing Development Psychology. London & New York: Routledge.
4. Dahlberg, G. 2003. “Дr olikheten vеr stцrsta likhet?. Om vдlkomnandets och gдstfrihetens pedagogik? [Is Inequality Our Greatest Similarity?. Where is Welcome and Hospitality in Education?].” LOCUS Magazine: Journal of the Stockholm School of Education
2 (3): 4–13.
5. Dahlberg, G., and P. Moss. 2005. Ethics and Politics in Early Childhood. London: Routledge.
6. Dahlberg, G., P. Moss, and A. Pence. 1999. Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives. London: Falmer Press.
7. Derrida, J. 1998. Of Grammatology. Baltimore: Johns Hopkins University Press.
8. Fendler, L. 2001. “Educating Flexible Souls.” In Governing the Child in the New Millenium, edited by K. Hultquist and G. Dahlberg. London: Routledge Falmer.
9. Fischer, U., and B-L. Madsen. 1992. Titta hдr! – en bok om barns uppmдrksamhet [Look here! A book about children’s attention]. Malmц: Liber fцrlag.
10. Gustavsson, B. 2008. Att sдtta sig sjдlv pе spel. Om sprеk och motsprеk i pedagogisk praktik. Vдxsjц: Vдxsjц Universitet.
11. Gustavsson, B. 2009. Utbildningens fцrдndrade villkor – nya perspektiv pе kunskap, bildning och demokrati [Education in changing conditions – a new perspective on knowledge, education and democracy]. Stockholm: Liber fцrlag.
12. Halvars-Franzйn, B. 2010. Children and Ethics: Ethical Encounters and Conditions in Everyday Life of Two Pre-School Classes. Stockholm: Stockholms universitet, institutionen fцr didaktik och pedagogiskt arbete.
13. Holmquist, M. 2006. Lдrande i skolan. Learning study som skolutvecklingsmodell. Malmц: Studentlitteratur.
14. Holmstrцm, L., G. Hдrnsten, and D. Beach. 2001. Deltagarorienterad pedagogisk forskning. Bidrag till NFPF:s symposium om deltagarorienterad forskning i Stockholm [Participatory educational research. Contributions to NFPF’s symposium on participatory research in Stockholm]. Uppsala: Pedagogiska institutionen.
15. Kemp, P. 1992. Emmanuel Levinas – En Introduction [Emmanuel Levinas – an introduction]. Gцteborg: Daidalos.
16. Key, E. 1919. Bildning: Nеgra synpunkter. (Bildningsfцrlaget).
17. Kvernbeck, T., and T. Strand. 2004. “Pedagogiska recept och sдkerhet i handling [“Pedagogical Prescriptions and Safety in Action”].” In Utmaningar i filosofisk pedagogik [Challenges of Philosophical Pedagogy], edited by Bengtsson, J Lund: Studentlitteratur.
18. Lenz Taguchi, H. 2010. “Rethinking Pedagogical Practices in Early Childhood Education: A Multidimensional Approach to Learning and Inclusion.” In Contemporary Perspectives on Early Childhood Education, edited by N. Yelland. Maidenhead: Open University Press.
19. Levinas, E. 1969/2005. Totality and Infinity: An Essay on Exteriority. Pittsburg, PA: Duquesne University Press.
20. Lindahl, I. 1998. Frеn andligt skapande till fдrdighetstrдning. En studie av bild och form i ett fцrskolehistoriskt perspektiv [From spiritual creation to skills training. A study of image and form in a vpre-historical perspective]. Pedagogisk –
psykologiska problem. NR 647. Malmц: Lдrarhцgskolan.
21. Lindahl, I. 2007. “‘Doing Democracy’: Combining Scientific and Philosophical Explorations in Early Childhood Education.” Paper presented at CICE: Children’s Identity and Citizenship in Europe, Malmц University, School of Teacher Education October 4–4.
22. Lindahl, I. 2010. “Children’s Philosophical Exploration Concerning Ethical Issues.” In Human Rights and Citizenship Education. Institute for Policy Studies in Education. London: Metropolitan University.
23. Lindahl, I. 2011. “Sharing values and Doing Democracy-Children, Educators, Companies in Collaboration for Sustainable Development - A Narrative Study.” In Lifelong Learning and Citizenship. Institute for Policy Studies in Education. London: Metropolitan University.
24. Lipman, M. 1984. “The Cultivation of Reasoning through Philosophy.” Educational Leadership 42 (1): 51–56.
25. Matthew, G. 1999. Socratic Perplexity and the Nature of Philosophy, 45–52. Oxford: Oxford University Press.
26. Nordin, A. 2010. “Bildningens mot sprеk: I riktning mot en diskursiv bildningsfцrstеelse.” [Formation to Language: Towards a Discursive Understanding of Child Development]. Pedagogisk forskning i Sverige 15: 115–136.
27. Osberg, D., and J. J. Biesta. 2008. “The Emergent Curriculum: Navigating a Complex Course between Unguided Learning and Planned Enculturation.” Journal of Curriculum Studies 40 (3): 313–328.
28. Popkewitz, T. S. 2008. Cosmopolitanism and the Age of School Reform: Science, Education, and Making Society by Making the Child. New York: Routledge.
29. Rinaldi, C. 2006. In Dialogue with Reggio Emilia. Listening, Researching and Learning. London and New York: Routledge.
30. Sдfstrцm, C-A. 2005. Skillnadens pedagogik – Nya vдgar inom den pedagogiska teorin [The education of differences – new paths in pedagogical theory]. Lund: Studentlitteratur. European Early Childhood Education Research Journal 67
31. Strдng, M. 2005. Samspel fцr lдrande – didaktiska redskp fцr professionella lдrare [Interaction for learning – didactical tools for professional teachers]. Lund: Studentlitteratur.
32. Swedish National Agency for Education. 1994. Lдroplan fцr det obligatoriska skolvдsendet, fцrskoleklassen och fritidshemmet [Curriculum for the compulsory school system, preschool classes and after-school]. Lpfц 94. Stockholm: Skolverket & CE Fritzes fцrlag.
33. Swedish National Agency for Education. 1998. Lдroplan fцr fцrskolan [Curriculum for preschool]. Lpfц 98. Stockholm: Skolverket & CE Fritzes fцrlag.
34. Tickle, L. 1993. “Capital T teaching.” In Reconstructing Teacher Education: Teacher Development, edited by J. Elliot, 110–124. London: Falmer.