Abstract
In this book, we have studied children’s learning in naturalistic settings in preschools and primary schools. The children were 1–9 years of age and their learning was studied in regard to a variety of domains of knowing: mathematics , ecology , music , dance, narrative (language) and visual art . In addition, children’s learning in a more encompassing form than one confined to particular domains of knowing has been studied (democracy , moral and gender learning). In this final chapter, we will point out some overarching themes and tensions that have come to the fore over the course of the empirical studies. What can we learn from these studies about children’s—and, if to a lesser degree, the teachers’—learning in a goal-directed preschool? What features may constitute didactics for early childhood education?
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Pramling Samuelsson, I., Pramling, N. (2011). Didactics in Early Childhood Education: Reflections on the Volume. In: Pramling, N., Pramling Samuelsson, I. (eds) Educational Encounters: Nordic Studies in Early Childhood Didactics. International perspectives on early childhood education and development, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1617-9_13
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