Alnervik is an assistant professor in the preschool education and research program at Jönköping University's School of Education and Communication. She has worked as a preschool teacher, pedagogical supervisor and leader in Sweden for over 35 years. Her research focuses on organizational processes within and between Swedish preschools. Specifically, she studies preschool teacher development by examining how teachers create and reflect upon pedagogical documentation. AbstractSwedish preschool teachers must systematically document activities in the preschool in order to evaluate the quality of these activities. Pedagogical documentation is one form of documentation that is proposed. The aim of this article is to discuss and create knowledge of structures and tools based on different communicative aspects of pedagogical documentation.The empirical data consists of statements from preschool teachers with many years of experience of using pedagogical documentation. Their statements have been analyzed based on Wartofsky's concept of primary, secondary and tertiary artifacts. The study points to the importance of various tools of organisation in providing direction and frames for documentation in order to enable structures of communication built on rhizomatic learning.
Förskolan i Sverige har blivit en del av skolväsendet och begrepp från skolans värld överförs till och ska gälla även för förskolan, däribland undervisning och utbildning. Undervisning definieras i skollagen som målstyrda och lärarledda processer. Vi vill med artikeln bidra till kunskapandet om hur undervisning i förskolan kan förstås. Med begreppen iscensättning och målrelationella- kontra målrationella lärandeprocesser analyserar vi delar av ett årslångt utforskande- och lekprojekt i en förskola. Baserat på analysen argumenterar vi för en målrelationell ansats för att tänka kring och arrangera för målstyrda processer i förskolan.
Sammandrag: Syftet med artikeln är att bidra till kunskapandet om pedagogisk dokumentation med specifikt fokus på dokumentationens betydelse ur ett demokratiperspektiv. Trots många studier kring pedagogisk dokumentation finns det få studier som explicit utgår ifrån barn och vårdnadshavares perspektiv. I artikeln analyseras barns och vårdnadshavares samtal utifrån minnesbilder, vilka framträder i fokusgruppssamtal, från förskoletiden i relation till pedagogiskt dokumentationsarbete. Resultatet visar att den pedagogiska dokumentationspraktiken bidrog till skapandet av en praktikgemenskap på förskolan vilket i sin tur möjliggjorde en demokratisk undervisning.Nyckelord: demokrati, pedagogisk dokumentation, praktikgemenskap, social kontroll Abstract: The purpose of the article is to contribute with knowledge of pedagogical documentation with a particular focus on the importance of documentation from a democracy perspective. While there are many studies of pedagogical documentation, few studies explicit examine this practice from the perspective of children and guardians. Analyses, based on focus group data of children´s and guardian´s conversations from memories of the children´s time spent in preschool in relation to educational documentation work, are presented. Pedagogical documentation practice is shown to contribute to the creation of a community of practice at the preschool, which in turn enabled democratic education.
Teaching in preschool: holistic preschool didactics built on play and exploration. In this article we critically examine and problematize the concept of teaching in contemporary Swedish preschool provision, and sketch a holistic preschool didactics aimed at addressing key problems that emerge from the implementation of the concept of teaching in preschool. We briefly survey how teaching is conceptualized and managed from different theoretical perspectives and institutional discourses. Drawing on cultural historical activity theory and situated learning approaches, we argue for the formation of a preschool didactics based on a socio-cultural understanding of play in combination with a Reggio Emilia-inspired understanding of exploratory and project-based work methods.
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