I denne artikkelen er fem norske barnehagelærere studert for å kunne finne kjennetegn på barnehagens undervisningspraksis. Forfatterne har gjort videoobservasjoner av hverdagsaktiviteter og intervjuet barnehagelærerne med bakgrunn i disse. Studien er gjort med et sosiokulturelt syn på læring og viser at barnehagelærerne planlegger et faglig innhold. De er selv delaktige i aktivitetene, og gir ulike typer oppgaver knyttet til barnas hverdagsliv i barnehagen og det de ønsker barna skal lære. Når barnehagelærerne beskriver sin egen profesjonelle praksis vises deres perspektiver på undervisningsbegrepet. De tar utgangspunkt i barnas interesser når de knytter barnas læring til faglige mål og tilpasser interaksjonene og dialogen til barnas nivå. Gjennom å gi barna oppgaver observerer de og jobber med læringsprosesser i matematikk – uten å kalle det undervisning. This study examines 5 Norwegian kindergarten teachers in order to identify characteristics of the professional work of teaching in kindergarten. The authors conducted video observations of everyday activities and interviewed the kindergarten teachers with these recordings as a starting point. A sociocultural perspective on learning is applied, and the results indicate that the kindergarten teachers plan with a focus on a particular content, they take part in the activities themselves, and they present the children with different kinds of tasks that are related to the intended learning outcome and the children’s everyday life in kindergarten. The activities are grounded in children’s interests, and they connect children’s learning with content aims and adapt the interactions and dialogues
Previous research has shown that children seem to have better ability to decenter than what the classical studies of Piaget indicated. Decentering can be connected with spatial understanding, and the development of spatial thinking has proven important for children’s mathematical ability. There is, however, little research about how children’s development of spatial thinking is connected with motor skills. In this article, we analyze the reflections of kindergarten children concerning a video of their own climbing activity in an indoor climbing wall. Content analysis of the transcriptions indicates that the children are conscious about direction and localization. The analysis also indicates that children are most concerned about whether or not they reach the top. Keywords; decentering, climbing, localization, direction
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