Abstract
This chapter is based on an empirical study which consists of video documentation of a visual arts activity at a preschool (4–6 years) in Sweden. A socio-cultural approach will be used to discuss how the activity is performed; what kind of cultural tools are mediated and how children are participating in the activity. Two basic questions of interest are—what and how do teachers do when they teach visual arts in preschool and what are the consequences? A pedagogical dilemma occurs when the children’s learning seems to differ from that of the teachers’ intention. When the pedagogical dilemma occurs one can ask what is learnt in the name of aesthetic learning and visual arts activities.
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Karlsson, M.B. (2011). Pictures of Spring: Aesthetic Learning and Pedagogical Dilemmas in Visual Arts. 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_5
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