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  • 1.
    Sandberg, Anette
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Broström, Stig
    Aarhus University, Denmark.
    Johansson, Inge
    Stockholms Universitet, Sweden.
    Frökjaer, Thor-leif
    University College Capital, Denmark.
    Kieferle, Christa
    State Institute of Early Childhood Education and Research (IFP), Munich, Germany.
    Seifert, Anja
    University of Education Ludwigsburg, Ludwigsburg, Germany.
    Roth, Angela
    State Institute of Early Childhood Education and Research (IFP), Munich, Germany .
    Tuul, Maire
    Tallinn University, Tallinn, Estonia.
    Ugaste, Aino
    Tallinn University, Tallinn, Estonia.
    Laan, Meeli
    Tallinn University, Tallinn, Estonia.
    Children’s perspectives on learning – An international Study in Denmark, Estonia, Germany and Sweden2017In: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707, Vol. 45, no 1, p. 71-81Article in journal (Refereed)
    Abstract [en]

    This article explores how some children in Denmark, Estonia, Germany and Sweden describe their perspective on learning. The aim of theinternational study is to gain knowledge of how preschool children in Sweden, Denmark, Estonia and Germany reflect and perceive their learningin preschool and other surrounding social contexts. The results are based on 51 focus group interviews from 181 children. The results indicate that,in general, children from all four countries seem to be aware of their own learning. One can conclude that encouraging children to think about what they are doing and why they are doing it makes the activities more goal-oriented from the children’s perspective and thus more conscious. Children are able to describe their own perspectives on learning.

  • 2.
    Sandberg, Anette
    et al.
    Mälardalen University, Department of Social Sciences.
    Pramling-Samuelsson, Ingrid
    Gothenburg Univesity, Sweden .
    An interview study of gender difference in preschool teachers' attitudes toward children's play2005In: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707, Vol. 32, no 5, p. 297-305Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to investigate, identify and describe different ways that female and male preschool teachers conceive, understand and experience play. The research questions addressed are: What perspectives do female and male preschool teachers have on play? Are there differences in play experiences related to gender? The interview study is inspired by phenomenographical research. The sample consisted of ten female and ten male preschool teachers'. The results show differences between female and male preschool teachers' play willingness. This study found that male preschool teachers contribute with more playfulness, and this is something that both female and male preschool teachers noticed. Female preschool teachers tend to value calm play and emphasize the importance of social development while male preschool teachers accentuate the significance of physical development. All preschool teachers in the study emphasized that it is important to create inspiring environments for play and outdoor play.

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