EECERA Conference 2013 Tallinn University An international project on Preschool teachers’ view on toddler's learning and participation SYMPOSIUM

International project - participants Stig Broström Aarhus University, Copenhagen Thorleif Frøkjær University College Copenhagen Inge Johansson Stockholm Universty Anette Sandberg Mälerdalens University Kay Margetts University of Melbourne Berenice Nyland RMIT University Christa Kieferle State Institute of Early Childhood Research, Munich Angela Roth State Institute of Early Childhood Research, Munich Anja Seifert University of Education, Ludwigsburg Aino Ugaste Tallinn University Kalliope Vrinioti University of Western Macdonia

An international study of preschool teachers’ view on toddler's learning and participation The aim of the international study is to investigate how preschool teachers in Sweden, Denmark, Estonia, German, Greece, and Australia reflect and describe toddler’s learning and participation in preschool (crèche). The study is a continuation of a previous studies

Previous research Earlier research done by members of the group of researchers from Sweden, Denmark, Estonia, German, Greece, and Australia: Learning and participation - two interrelated key- concepts in the preschool (Johansson and Sandberg, 2008) Danish and Swedish preschool teacher’s view on children’s learning and participation (Broström, Frøkjær, Johansson, and Sandberg, 2012) PAPER Preschool teacher’s view on children’s learning (Margetts, Broström, Frøkjær, Johansson, Kieferle, Nyland, Sandberg, Seifert, Roth, Vrinioti, and Ugaste, in preparation).

EECERA Conference 2013 Tallinn University Danish and Swedish preschool teachers’ view on toddler's learning and participation Report from Denmark and Sweden Inge Johansson Anette Sandberg Thorleif Frøkjær Stig Broström

Activities 1-3 years teachers 4-5 years teachers Situations which contributes to children’s social development 86 – 72 *81-61 Situations which build on children’s own initiatives Free play48-46 *43-55 Play where children and adults participate together Conflicts in every day life which children try to solve on their own *44-43 Creative activities Circle time29-15 *24-24 Activities to develop reading and writing What is learning? Situations in preschool which first of all can be characterized as learning Left number Denmark, right Sweden

Activities 1-3 years teachers 4-5 years teachers Playing together with other children72-75 *73-72 Seeing what other children do and say Seeing what adult do and say56-46 *46-38 Take initiatives to activities Participating in activities together with adults Participating in different activities in every day life Being challenged by the adults Becoming absorbed in something Being allowed to be in peace and quiet Adult instruction (show and explain)31-18 *25-16 How children learn: Most important circumstances for children’s learning in preschool How children learn: Most important circumstances for children’s learning in preschool

Activities 1-3 years teachers 4-5 years Teachers The children meet challenges adjusted to their level of development Children experience respect and security from adults *85-85 Preschool teachers interact with children and support them *59-67 Preschool teachers create conditions for children’s well-being Good collaboration with parents Children’s own choices without adult intervention *15-28 Children get many experiences Most important preconditions for children’s learning

Activities 1-3 years teachers 4-5 years teachers The preschool teachers allow children to make independent choices To be a part of a group *82-68 That the preschool teachers listen to children and understand their way of thinking *37-76 That the preschool teachers encourage children to make their own decisions To have influence on what happens To be involved in current activities 48-34*43-33 To listen Preschool teacher’s understanding of the word participation