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Questions and answers, a seesaw and embodied action: how a preschool teacher and children accomplish educational practice
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences. (Educational Practice, Pedagogiskt arbete)
2017 (English)In: Children’s Knowledge-In-Interaction: Studies In Conversation Analysis / [ed] Amanda Bateman, Amelia Church, Singapore: Springer, 2017, 1, 37-56 p.Chapter in book (Refereed)
Abstract [en]

In the educational practice of the Swedish preschool, teaching and learning often take place in everyday activities and are intertwined with play and care. This chapter examines how this educational practice is accomplished by a Swedish preschool teacher and three children in interaction. More specifically, the present chapter shows how complex physical concepts are incorporated into early childhood education through a playful seesaw activity. In the analysis of the video-recorded activity, this chapter demonstrates how question-answer sequences function as important interactional and educational resources for the participants when they organize their interaction. Through question-answer sequences, vis-á-vis a seesaw and embodied action, it becomes possible for the preschool teacher to capture and direct the children’s attention towards physical phenomena, in line with the curriculum, as well as create a shared experience of these physical phenomena in playful practice. Thus, this chapter displays how teaching and learning are intertwined with play, in situ, in preschool practice.

Place, publisher, year, edition, pages
Singapore: Springer, 2017, 1. 37-56 p.
Keyword [sv]
Förskolan, Pedagogisk metodik, Social interaktion, Inlärning, Sverige
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:liu:diva-132738DOI: 10.1007/978-981-10-1703-2_3ISBN: 9789811017018 (Print)ISBN: 9789811017032 (online)OAI: oai:DiVA.org:liu-132738DiVA: diva2:1048768
Available from: 2016-11-22 Created: 2016-11-22 Last updated: 2016-12-08Bibliographically approved

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Dalgren, Sara
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