Comparing didactical approaches between kindergarten teachers and assistants in Norwegian kindergarten
The main focus is the similarities and differences between kindergarten teachers and assistants in the way adult-led activities, initiated and planned by the staff with the view to facilitating the children's learning and play. The Ph.D-project is a part of a research project titled Coping with the role of kindergarten teacher in a field dominated by laymen (MAFAL). The didactid approach is based on the didactic relation model, modified according to Bjørndal & Lieberg (1978) and the didactic triangle with its key components of child- adult-content. These present pedagogical work as relational and contextual processes. In 2009 quantitative data were collected with the help of a nationwide questionnaire survey to a representative sample of 1000 kindergartens. In the qualitative data collection, observastion and interviews of kindergarten teachers and assistants are used with the purpose of gathering information about both the actions and the intentions behind these actions. Ethical considerations is taken care of through institutional ethical procedures (NSD) and ethical reflections during the research prosess. What type of learning activities are emphasised, the content of these activities and what aimilarities and differences are to be found in the way kindergarten teachers and assistants work with the children. The Norwegian Government offers nearly all children in age 1-5 a place in kindergarten. About a third of the staff are educated kindergarten teachers. The others are assistants lacking formal pedagogical training. Which qualitites might kindergarten offer to children considering the personals competence?
Publisert i EECERA Congress, 2010
Les artikkelen her