Abstract
The purpose of this study was to investigate the meaning that Swedish preschool teachers ascribe to systematic quality work. In Sweden, all preschools are required to work systematically with quality issues. This involves several interdependent steps that follow each other in a specific order. Although the concept of systematic quality work might be novel, the practice of following up, documenting, and evaluating preschool activities has a long tradition as means of discovering whether and in what ways preschool has contributed to children’s learning and what children have learnt by being there. The study, which was performed in Sweden, is based on interactionist perspectives and draws on Bronfenbrenner’s ecological systems theory and a critical ecology of the early childhood profession. The sample consists of 15 preschools in the country’s two major cities, Stockholm and Gothenburg, and 15 preschools from the rural area of Mälardalen in mid-Sweden. From each of the 30 preschools, one preschool group and one preschool teacher were recruited as participants. To study teacher competence, individual and semi-structured interviews were conducted. The meaning given to systematic quality work in preschool is presented under three themes: documentation and evaluation in preschool; foci of documentation and evaluation; and how, why and when to document and evaluate in preschool, and for whom. The results reveal the complexity of documenting children’s learning processes and the need for development of competence in this area.
Résumé
Le but de cette étude est d’examiner le sens que les enseignants du préscolaire suédois donnent au travail de qualité systématique. En Suède, toutes les écoles maternelles sont tenues de travailler systématiquement sur les questions de qualité. Cela implique plusieurs étapes interdépendantes qui se succèdent dans un ordre spécifique. Bien que le concept de travail de qualité systématique soit nouveau, il existe une longue tradition de pratique de suivi, d’observation et d’évaluation des activités préscolaires, utilisées comme moyen de savoir si et comment la fréquentation de l’école maternelle a contribué à l’apprentissage des enfants. L’étude, qui a été réalisée en Suède, est basée sur les perspectives interactionnistes et s’appuie sur la théorie des systèmes écologiques de Bronfenbrenner et une écologie critique de la profession de la petite enfance. L’échantillon se compose de 15 écoles maternelles des deux plus grandes villes du pays, Stockholm et Göteborg, et de 15 écoles maternelles de la région rurale de Mälardalen située dans le centre de la Suède. Une classe/groupe et un enseignant de chacune des 30 écoles maternelles ont été recrutés en tant que participants. Les compétences des enseignants ont été étudiées à partir d’entretiens individuels et semi structurés. Le sens donné au travail de qualité systématique au préscolaire est présenté sous trois thèmes: la documentation et l’évaluation au préscolaire, les points centraux de la documentation et de l’évaluation, comment, pourquoi et quand observer et évaluer à l’école maternelle, et pour qui. Les résultats mettent en lumière la complexité de l’observation des processus d’apprentissage chez les enfants et la nécessité de développer des compétences dans ce domaine.
Resumen
El objetivo de este estudio es investigar el significado que asignan los profesores de establecimientos preescolares suecos al trabajo sistemático de calidad. En Suecia, en todos los establecimientos preescolares se exige trabajar en forma sistemática con asuntos de calidad. Esto involucra varios pasos interdependientes que se suceden en un órden respectivo. Mientras que el concepto de trabajo sistemático de calidad puede ser considerado reciente, la práctica del seguimiento, la documentación y la evaluación de las actividades preescolares, tienen una larga tradición como forma de descubrir si, y en qué formas, el establecimiento preescolar ha contribuido al aprendizaje de los niños/as y lo que han aprendido por estar ahí. El estudio, que se realizó en Suecia, se basa en las perspectivas interaccionistas y se inspira en la teoría del sistema ecológico de Bronfenbrenner y una ecología crítica de la profesión de la infancia temprana. La muestra está conformada por 15 establecimientos preescolares en las 2 ciudades más importantes del país, Estocolmo y Gotemburgo, y por 15 establecimientos preescolares del área rural de Mälardalen, en la parte central de Suecia. De cada uno de los 30 establecimientos preescolares, se reclutó una clase/grupo y un profesor/a como participantes. Para estudiar las competencias del profesor, se realizaron entrevistas individuales y semi-estructuradas. El significado que se asigna al trabajo de calidad sistemático en el establecimiento preescolar se presenta en 3 temas: Documentación y evaluación en el establecimiento preescolar; Área de documentación y evaluación; Cómo, por qué y cuándo documentar y evaluar en el establecimiento preescolar y para quién. Los resultados ilustran la complejidad de documentar los procesos de aprendizaje de los niños y la necesidad de desarrollar competencias en esta área.
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Sheridan, S., Williams, P. & Sandberg, A. Systematic Quality Work in Preschool. IJEC 45, 123–150 (2013). https://doi.org/10.1007/s13158-012-0076-8
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DOI: https://doi.org/10.1007/s13158-012-0076-8