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RISS 인기검색어
- 검색키워드
- 저자 : Sonja Sheridan (검색결과 3 건)
- 무료
- 기관 내 무료
- 유료
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Competence to Teach a Point of Intersection for Swedish Preschool Quality
Sonja Sheridan,Pia Williams,Susanne Garvis The Pacific Early Childhood Education Research Ass 2020 Asia-Pacific journal of research in early childhoo Vol.14 No.2
This article aims to highlight preschool teachers’ teaching competence as one critical aspect of Swedish preschool quality. The study was based on quality evaluations using the Early Childhood Environment Rating Scale. Data was collected from 153 preschools and analysed with descriptive statistics for the subscales. The standpoint of the article is that children learn and develop by communicating and interacting with their environment, highlighting how intentions and circumstances between and within systems and contexts affect preschool teaching and conditions for children’s learning. To evaluate high-quality preschool education, two subscales with the lowest quality scores, Language and literacy and Learning activities, were chosen to explore teaching, as they embrace items and criteria that depend on teaching. The results highlight distinct patterns of variation in quality. The competence to teach is a point of intersection for the quality in preschool, and conditions for children’s learning. Areas in need of competence development are subject, and didactic knowledge competence in relating to children in dialogue, child-focused strategies, clarifying and communicating an object of knowledge by integrating play, care, and learning in teaching.
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Preschool Teachers’ Pedagogical Awareness – A Key Competence
Sonja Sheridan 한국아동권리학회 2016 아동과 권리 Vol.20 No.4
In research, preschool teacher competence is highlighted as fundamental for children’s wellbeing, learning and development in preschool. This article aims to discuss pedagogical awareness as a key aspect of preschool teacher competence. The question explored is: How is preschool teachers’ pedagogical awareness expressed in relation to curriculum goals, contents and situations in preschool? The theoretical framework is based on interactionist perspectives and ecological systems theory, in which individuals and the environment influence and are influenced by one another in a con¬tinuous interaction (Bronfenbrenner, 1979, 1986). From a meta-perspective, consistency and inconsistency in preschool teachers’ expressions of views and standpoints on quality, organisation and children’s learning are analysed in relation to the Swedish preschool curriculum, research on preschool quality, preschool teacher competence and children’s early learning in preschool. The results highlight different qualities of pedagogical awareness in preschool teachers’ understanding of quality issues, organisation and curriculum goals. The results show that pedagogical awareness is central in preschool teachers’ self-education and lifelong learning processes and vital for creating high quality conditions for children’s learning and development in Swedish preschool.
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Preschool Quality and Young Children's Learning in Sweden
Ingrid Pramling Samuelsson,Sonja Sheridan 육아정책연구소 2009 International Journal of Child Care and Education Vol.3 No.1
With a background in key factors supplied by European stakeholders within early childhood education and care (ECEC), Swedish policy is described. Sweden has a longstanding policy of equity and equality in which ECEC is the hub of the family, society and the life of the children themselves. While Swedish ECEC is ranked as one of the ‘best’ in the world, an empirical study shows a significant variation in preschool quality as regards the environment created for young children’s (1 to 3 years) learning. The qualities of a country’s ECEC is much more diverse and complex than it would appear from the national comparisons carried out by various agencies
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