From the perspective of didactics and pedagogical quality, and in a review of the studies collected together in this book, the aim of this chapter is to discuss the conditions for children’s learning in preschool. This involves a reanalysis of central aspects in the content and the object of learning, the teacher’s approach, children’s learning and the learning environment. These areas have, in this review, been analysed from four specific quality dimensions. Focus here is on the pedagogical quality of teacher and child communication and interplay. The theoretical framework of pedagogical quality is constituted in an interactionistic and inter-subjective perspective. At the heart of this book is didactics, and the analyses of the studies indicate that preschool didactics is created in the interaction and communication between teacher, child and learning object. Depending on how these aspects interact with one another, the quality of didactics is constituted. The analyses show that high-quality teacher communication and interplay both benefit children’s participation, as well as having an influence upon the learning of different content.
- Learning Environment
- Pedagogical Quality
- Central Aspect
- Preschool Teacher
- Emotional Climate
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Sheridan, S. (2011). Pedagogical Quality in Preschool: A Commentary. 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_12
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