The aim of the present study is to investigate how Swedish preschool teachers, responding to children action, contribute to what children can learn and create meaning of.
The introduction of a Swedish preschool curriculum in 1998, as well as the revision of the curriculum in 2010, underlines the importance of preschool as a place for learning and wellbeing. Preschool is, as well, considered as the first educational institution children encounter.
According to the Swedish educational law (2011,) the responsibility for the teaching relies on preschool teachers; hence what is supposed to happen in preschool is teaching-learning, under the leadership of preschool teachers. Yet “teaching” is a concept that is neither used in the preschool curriculum, nor is it widespread in preschool teachers' discourse about their profession.
This study is inspired, theoretically, by John Dewey´s pragmatism, and the analytical tool that is presented here has been developed by scholars in this tradition. Teachers' responses are, according to the analytical tool, viewed as epistemological moves. Analyzing the interplay between teachers and children makes it possible to shed a light on how those responses effects children’s learning. Consequently, teachers' interplay with children through epistemological moves is conceptualized as teaching.
The study has been designed as a case study. One preschool group (3 preschool teachers and 12 children, aged 1 to 3 years old) has been followed during spring 2016. Field notes and videos have been used as the primary way for data collection.
The results show that preschool teachers use different moves during different activities and a discussion is addressed concerning the didactical consequences.
The presentation is part of the Swedish National Research School on Communication and Relations as Foundations for Early Childhood Education (FoRFa), funded by the Swedish Research Council (grant no. 729-2013-6848).
Keywords: Teaching, learning, pre school, John Dewey, video
