Preschool teachers' view on learning in preschool in Sweden and Denmark

Abstract

The aim of this study was to examine how preschool teachers in <br/>Sweden and Denmark perceive children’s learning in preschool. The study aimed <br/>to answer the following questions: What is ‘learning’? How do children learn? <br/>What are the best conditions for children’s learning? What is the role of <br/>participation in children’s learning? The results show that from the teacher’s <br/>perspectives, children’s learning is connected to children’s social interaction and <br/>development in which the children’s initiatives are crucial. Learning, to a great <br/>extent, results from children’s active involvement. There are many similarities <br/>between how Danish and Swedish preschool teachers think of learning and <br/>participation. This supports earlier assumption about the coherence of Nordic <br/>preschool beliefs which unites education and care.