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Learning to Learn

A Study of Swedish Preschool Children

  • Ingrid Pramling

Part of the Recent Research in Psychology book series (PSYCHOLOGY)

Table of contents

  1. Front Matter
    Pages i-ix
  2. Introduction

    1. Ingrid Pramling
      Pages 1-4
  3. Background

    1. Front Matter
      Pages 5-5
    2. Ingrid Pramling
      Pages 7-20
  4. Methods and Implementation

    1. Front Matter
      Pages 21-21
    2. Ingrid Pramling
      Pages 23-52
  5. Results

    1. Front Matter
      Pages 53-53
    2. Ingrid Pramling
      Pages 63-72
    3. Ingrid Pramling
      Pages 73-83
  6. Discussion

    1. Front Matter
      Pages 95-95
    2. Ingrid Pramling
      Pages 97-111
  7. Back Matter
    Pages 112-121

About this book

Introduction

For eight years, since I began my research, my main concern has been to understand children and their world. The first step towards understanding how children think was taken in connection with my thesis, which I presented five years ago.This was a description of how children in the age group three to eight years conceive their own learning. The thesis was published in the same series as the present monograph and is entitled "The child's conception of learning". The main emphasis in this study was on developmental psychology. As I have worked as a preschool teacher myself, I am extremely anxious that my research will be of benefit to my former colleagues. I have therefore devoted a great deal of time to writing and collaborating in numerous books of popular science. These have always been based on my own research. Now, however, the time is ripe for taking a new step, based on new research, towards understanding children and helping others to understand them., this time by publishing "Learning to learn", which is a description of how children have actually been taught to learn in preschool. In this type of study it is not a question of first obtaining results of the nature of basic research and then applying them in the educational setting, but both aspects are integrated in that the starting-point is the phenomena that are of importance to children in their everyday life.

Keywords

Erziehung Lernen Metakognition Schule Vorschulerziehung childhood education cognition education learning

Authors and affiliations

  • Ingrid Pramling
    • 1
  1. 1.Institutionen för PädagogikGöteborgs UniversitetMölndalSweden

Bibliographic information

  • DOI https://doi.org/10.1007/978-1-4612-3318-3
  • Copyright Information Springer-Verlag New York 1990
  • Publisher Name Springer, New York, NY
  • eBook Packages Springer Book Archive
  • Print ISBN 978-0-387-97122-3
  • Online ISBN 978-1-4612-3318-3
  • Series Print ISSN 1431-7532
  • Buy this book on publisher's site