Preschool teachers' understandings of some aspects of educational planning and practice related to the national curricula in Norway

Alvestad, Marit

doi:10.1080/0966976042000225499

Cited by 23 publications

(18 citation statements)

References 14 publications

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“…However, even though the curriculum was seen as important and put in analogy with a bible, it does not necessarily mean that it is realised in practice as such. This is paralleled in the findings from Norway and Sweden (see Alvestad 2001bAlvestad , 2003Alvestad , 2004a and in other studies in New Zealand (Nutall, 2003).…”

Section: Theory and Practicesupporting

confidence: 76%

“The value is enormous — It’s priceless i think!” New Zealand preschool teachers’ understandings of the early childhood curriculum in New Zealand — A comparative perspective

Alvestad

Duncan

2006

IJEC

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This article examines a group of New Zealand preschool teachers' perspectives on their early childhood curriculum -Te Whãriki: He Whãriki Maatauranga mo ngaa Mokopuna o Aotearoa (Ministry of Education, 1996). In this discussion we focus on the teachers' understandings of the meaning, value and focus of this curriculum document. This is part of a small-scale qualitative study based on in-depth interviews with eight and nine preschool teachers undertaken in each of three countries -Norway, Sweden and New Zealand (during 1999-2002). We conclude this article with a comparative discussion of some of the similarities and differences between the three countries. RÉSUMÉCet article porte sur les opinions d'un groupe d'enseignants du préscolaire de Nouvelle-Zélande sur le programme d'éducation préscolaire Te Whãriki: He Whãriki Maatauranga mo ngaa Mokopuna o Aotearoa (Ministry of Education, 1996). Dans cette discussion nous nous concentrons sur la compréhension des enseignants du sens, de la valeur et du coeur de ce programme. Ceci constitue une partie d'une étude qualitative à petite échelle, basée sur des entretiens en profondeur avec huit ou neuf enseignants du préscolaire et menée dans trois pays: la Norvège, la Suède et la Nouvelle-Zélande (de 1999 à 2002. Nous terminons cet article par une discussion comparative de certaines similarités et différences entre les trois pays. RESUMENEste artículo examina las perspectivas de un grupo de profesores Neo Zelandeses de preescolar con respecto a sus programas de estudio de educación temprana -Te Whãriki: He Whãriki Maatauranga mo ngaa Mokopuna o Aotearoa (Ministerio de Educación, 1996). La discusión se concentra en el entendimiento de los maestros sobre el significado, valor y enfoque del programa de estudio. Esta discusión es parte de un estudio cualitativo de pequeña escala basado en entrevistas detalladas con ocho o nueve profesores de preescolar, las cuales se llevaron a cabo en tres países -Noruega, Suecia y Nueva Zelanda durante 1999-2002. El artículo concluye con una discusión comparativa de algunas similitudes y diferencias entre los tres países.

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Section: Theory and Practicesupporting

confidence: 76%

“The value is enormous — It’s priceless i think!” New Zealand preschool teachers’ understandings of the early childhood curriculum in New Zealand — A comparative perspective

Alvestad

Duncan

2006

IJEC

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“…Variations of learning cultures can be found between as well as within different countries, cultures and educational institutions (e.g. Alvestad 2004). With this background, we argue that new knowledge concerning different aspects of learning and learning cultures in ECEC is needed.…”

mentioning

confidence: 95%

“…Le résultat de cette théorisation fut la proposition d'une théorie des cultures de l'apprentissage. La diversité des cultures de l'apprentissage peut se trouver entre aussi bien qu'à l'intérieur les différents pays, cultures et institutions éducatives (par exemple, Alvestad 2004). Avec ces antécédents, nous avançons que de nouvelles connaissances relatives à divers aspects de l'apprentissage et des cultures de l'apprentissage en EAJE sont nécessaires.…”

Section: Introduction Des Rédacteurs Invités Au Numéro Spécialunclassified

“…Las variaciones de las culturas de aprendizaje pueden ser encontradas tanto entre como dentro de diferentes países, culturas e instituciones educacionales (ej. Alvestad 2004). Con este fondo, discutimos que conocimientos nuevos en relación a los diferentes aspectos y culturas de aprendizaje en ECEC son necesarios.…”

Section: Editores Invitados: Introducción Al Nú Mero Especialunclassified

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The Guest Editors’ Introduction to the Special Issue

Mosvold

Alvestad

2011

IJEC

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“…As researchers, we presuppose that teachers' professional behavior and philosophy of education may, to a certain extent, differ from the philosophy of the national curriculum (see Alvestad, 2004). In addition, any concrete improvement of pre-school education requires simultaneous detailed deliberation upon the views of teachers, parents, and children (see Sheridan, 2001).…”

mentioning

confidence: 99%

In Search of Quality in Finnish Pre‐School Education

Niikko

Havu‐Nuutinen

2009

Scandinavian Journal of Educational Research

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This study was conducted during the academic year 2002-2003 in a municipality in Eastern Finland. It focuses on pre-school education assessing its quality factors from the parents', teachers' and children's points of view. Theoretically, the study focuses on analyses of the purposes of the national core curriculum and pedagogical issues that are related to understanding quality in pre-school education. According to this study, parents, pre-school teachers, and children are satisfied with pre-school education in general. They all emphasize its importance for children's development in the areas of cognitive and social skills and development. Results clearly show that pre-school education should be revised to meet the needs of improvement in the area of cooperation, the expectations of modern society, and the aims of the national curriculum. In addition, pre-school education is still searching for its own cultural position in the area of Finnish school and daycare systems.

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Preschool teachers' understandings of some aspects of educational planning and practice related to the national curricula in Norway

Cited by 23 publications

References 14 publications

“The value is enormous — It’s priceless i think!” New Zealand preschool teachers’ understandings of the early childhood curriculum in New Zealand — A comparative perspective

“The value is enormous — It’s priceless i think!” New Zealand preschool teachers’ understandings of the early childhood curriculum in New Zealand — A comparative perspective

The Guest Editors’ Introduction to the Special Issue

In Search of Quality in Finnish Pre‐School Education

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