{"product_id":"educare-2014-2-childhood-learning-and-didactics","title":"Educare. 2014:2, Childhood, learning and didactics","description":"The articles in this volume are all related to the National Research Schools\nof Childhood, Learning and Didactics (RSCLD). The research schools are an\nexpression of a government interest both to strengthen education and research\nin early years—especially in areas like language, values, science and\nmathematics—and to involve preschool teachers and teachers in research\ndevelopment. The role of research in developing ECEC and school policies\nhas also increased. Different research programs and school research institutes\nare funded with the aim of contributing to policy making, researchbased\nrecommendations and better practices.\nThe Research Schools of Childhood, Learning and Didactics focus on the\ndevelopment of knowledge in relation to preschool and school in the early\nyears. They draw on the institutional cooperation between five universities\/\nuniversity colleges in Sweden: Gothenburg, Linköping, Karlstad, Kristianstad\nand Malmö University (host university). The contributing\nresearchers represent subjects such as pedagogy, subject theory and didactics,\nand present a thematic, multi-disciplinary approach to ‘Childhood,\nLearning and Didactics’. RSCLD is anchored in the respective teacher educations\nat the five contributing institutions. To date, we have administrated\nthree different research schools for preschool teachers and teachers with this\nfocus.\nAn important and emphasised part of the program is to problematise and\ndevelop subject-specific didactics as a field of research, beyond the prevalent\nfocus on older children. Questions to do with children’s learning, didactic\nchoices and educational positions need to be problematised and re-examined\nat a time with many societal changes.\nNew formations of childhood and learning in transgression force us to\nmeet demands for new and viable knowledge. In this context, subject knowledge\nand didactics are scrutinised as educational practices in preschool and\nschool for early years. The research schools pay special attention to the\nchild’s perspective, to democracy and to children’s early mathematical and\nlinguistic development related to multimodal media, subject theory and teaching practice. The research schools are also examining how the fields of\nnatural science and sustainable development, as well as value education, are\nrealised in preschool and in the early years of school.\nEarly Childhood Education and Care has never been in focus as much as\nin recent years. In OECD- EU- and national governing documents and\nagreements, one repeatedly finds expressions like ‘Start Early - Starting\nStrong - Readiness for School’. To draw quotations from some influential\ndocuments and researchers, ‘Improving pre-primary provision and widening\naccess to it are potentially the most important contributions that school systems\ncan make to improving opportunities’ (OECD Starting Strong 11), and\n‘Early skills breed later skills because early learning begets later learning. …\nInvestment in the young is warranted’ (Heckman \u0026amp; Masterov, 2007).","brand":"Malmö högskola","offers":[{"title":"Default Title","offer_id":32441165480036,"sku":"9789171044945","price":26.95,"currency_code":"EUR","in_stock":true}],"url":"https:\/\/suomalainen-test.myshopify.com\/products\/educare-2014-2-childhood-learning-and-didactics","provider":"Suomalainen Test","version":"1.0","type":"link"}