What, where, when and how : Finnish children’s perceptions of learning in preschool
Mertala, P. (2021). What, where, when and how : Finnish children’s perceptions of learning in preschool. Early Child Development and Care, Early online. https://doi.org/10.1080/03004430.2021.1970546
Published inEarly Child Development and Care
© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
To be able to support young children in learning to learn—an ability that requires adapting often-unprecedented changes in society—teachers need to be aware of the ways in which children understand learning. In this qualitative study, 177 micro-interviews conducted with 41 Finnish children were analysed using an abductive method to understand their perceptions of learning in a preschool. Learning was perceived as learning to do or know things. Academic skills and contents, followed by motoric skills and sports, arts and crafts, socio-emotional skills and everyday skills, were mentioned as the learning contents. In addition, intentional teaching, teacher-initiated exercises, practising, cognitive engagement, casual observation, failures and accidents were mentioned as the enablers of learning. Implications for pedagogy and future research are discussed.
PublisherTaylor & Francis
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