Abstract
Learning study has been used by many to develop exemplary teaching in school, and this approach has recently been adopted for use in kindergarten as well. When using such approaches in different settings than they were intended for, several challenges potentially arise. This article discusses the implementation of a learning study approach in a Norwegian kindergarten setting and employs activity theory as a framework for this theoretically based analysis. Several potential limitations of the approach are discussed and suggestions for further development are made. Differences between the learning culture of Norwegian kindergartens and, in particular, the view on learning in the theoretical framework of learning studies is emphasized.
Résumé
Les études sur l’apprentissage ont été largement employées pour développer une pratique exemplaire de l’enseignement à l’école et cette approche a aussi été récemment adoptée pour l’éducation préscolaire. Cependant, l’utilisation de ces approches dans un contexte différent de celui de leur origine soulève plusieurs défis potentiels. Cet article discute l’introduction d’une telle approche basée l’apprentissage dans le contexte d’un jardin d’enfants norvégien, en utilisant la théorie de l’activité comme cadre d’analyse théorique. Plusieurs limites potentielles de cette approche sont traitées et des suggestions de développement futur sont proposées. L’accent est mis sur les différences entre la culture d’apprentissage des jardins d’enfants norvégiens et, particulièrement, la notion d’apprentissage dans le cadre théorique des études sur l’apprentissage.
Resumen
El estudio del aprendizaje ha sido utilizado extensivamente para desarrollar enseñanza ejemplar en la escuela, y recientemente este enfoque también ha sido adoptado para el uso en jardines infantiles. Cuando se utilizan estos enfoques en diferentes ámbitos no intencionados, posiblemente se enfrentan varios desafíos. Este artículo discute la implementación de un estudio que enfoca el aprendizaje en una guardería noruega utilizando la teoría de la actividad como marco conceptual para su análisis teórico. Se discuten diversas posibles limitaciones del enfoque y se presentan sugerencias para un desarrollo progresivo. Se acentúan las diferencias entre la cultura de aprendizaje en guarderías noruegas y, particularmente, puntos de vista sobre el aprendizaje en el ámbito de los estudios de aprendizaje.
Similar content being viewed by others
References
Asplund Carlsson, M., Pramling, N., & Pramling Samuelsson, I. (2008). Från görande till lärande och förståelse—En studie av lärares lärande inom estetik. Nordisk Barnehageforskning, 1(1), 41–51.
Biesta, G. (2009). Good education in an age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21(1), 33–46.
Blomgren, A., Nødland, S. I., & Bjelland, A. (2009). Førskolelærermangel i Rogaland. Rapport IRIS—2009/191. Stavanger: International Research Institute of Stavanger.
Cole, M., & Engeström, Y. (1993). A cultural historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 1–46). Cambridge: Cambridge University Press.
Dahlin, B. (2007). Enriching the theoretical horizons of phenomenography, variation theory and learning studies. Scandinavian Journal of Educational Research, 51(4), 327–346.
Engeström, Y. (1996). Developmental work research as educational research. Looking ten years back and into the zone of proximal development. Nordisk Pedagogik, 16(3), 131–143.
Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Perspectives on activity theory (pp. 19–38). Cambridge: Cambridge University Press.
Engeström, Y. (2000). Activity theory as a framework for analyzing and redesigning work. Ergonomics, 43(7), 960–974.
Fernandez, C., & Yoshida, M. (2004). Lesson study: A Japanese approach to improving mathematics teaching and learning. Mahwah, NJ: Lawrence Erlbaum Associates.
Goodchild, S. (2007). Inside the outside: Seeking evidence of didacticians’ learning by expansion. In B. Jaworski, A. B. Fuglestad, R. Bjuland, T. Breiteig, S. Goodchild, & B. Grevholm (Eds.), Læringsfelleskap i Matematikk [learning communities in mathematics] (pp. 189–203). Bergen: Caspar, Norway.
Hodkinson, P., Biesta, G., & James, D. (2008). Understanding learning culturally: Overcoming the dualism between social and individual views of learning. Vocations and Learning, 1(1), 27–47.
Jaworski, B., & Goodchild, S. (2006). Inquiry communities in an activity theory frame. In J. Navotná, H. Moraová, M. Krátká, & N. Stehliková (Eds.), Proceedings of the 30th conference of the international group for the psychology of mathematics education (Vol. 3, pp. 353–360). Prague: Charles University.
Juell, E. (Ed.). (2004). Barnehagen—sammenhengen med utdanningssystemet. Rapport 2004:1. Oslo: Utdanningsforbundet, Avdeling for utredning.
Lewis, C. L., Perry, R. R., & Hurd, J. (2009). Improving mathematics instruction through lesson study: A theoretical model and North American case. Journal of Mathematics Teacher Education, 12(4), 285–304.
Marton, F. (1981). Phenomenography—describing conceptions of the world around us. Instructional Science, 10(2), 177–200.
Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, NJ: Lawrence Erlbaum Associates.
Ministry of Education and Research (MER). (2006a). Framework plan for the content and tasks of kindergartens. Oslo: Ministry of Education and Research.
Ministry of Education and Research (MER). (2006b). Læreplanverket for Kunnskapsløftet. Midlertidig utgave juni 2006. Oslo: Ministry of Education and Research.
Ministry of Education and Research (MER). (2009). Kvalitet i barnehagen. St.meld. nr 41 (2008–2009). Oslo: Ministry of Education and Research.
OECD. (2006). Starting Strong II, early childhood education and care. Paris: OECD Publishing.
Pang, M. F., & Marton, F. (2003). Beyond “lesson study”: Comparing two ways of facilitating the grasp of some economic concepts. Instructional Science, 31(3), 175–194.
Pang, M. F., & Marton, F. (2005). Learning theory as teaching resource: Enhancing students’ understanding of economic concepts. Instructional Science, 33(2), 159–191.
Pramling Samuelsson, I., & Pramling, N. (2008). Didaktiska studier från förskola och skola. Malmö: Gleerups Utbildning AB.
Roth, W. M., & Lee, Y. J. (2007). “Vygotsky’s neglected legacy”: Cultural–historical activity theory. Review of Educational Research, 77(2), 186–232.
Runesson, U. (2006). What is it possible to learn? On variation as a necessary condition for learning. Scandinavian Journal of Educational Research, 50(4), 397–410.
Stiegler, J. W., & Hiebert, J. (1999). The Teaching Gap. Best ideas from the world’s teachers for improving education in the classroom. New York, NY: The Free Press.
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Mosvold, R., Bjuland, R. An Activity Theory View on Learning Studies. IJEC 43, 261–275 (2011). https://doi.org/10.1007/s13158-011-0048-4
Published:
Issue Date:
DOI: https://doi.org/10.1007/s13158-011-0048-4