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Kindergarten Education

Author: Akash Sharma
by Akash Sharma
Posted: Jun 22, 2017

This article investigates preschool teachers’ professionalism and professional strategies in relation to narratives about learning in preschool. These are expressed through the teachers’ talk about documentation. A policy on increased systematic documentation in preschools has been introduced in Sweden. Preschool teachers were interviewed about their work with documentation in different preschool settings. The analysis departs from theories considering education policy as interpreted and enacted in local contexts and from theories that stress the actor’s perspective on preschool teaching professionalism. Furthermore, the teachers’ references to an institutional narrative about learning are the focus. Institutional narratives that construct breaks and continuities within the institution’s past are referred to in texts and talk within institutions. They are used as a means to govern the institution and by the teachers to position themselves. Results show that the teachers frequently refer to a ‘preschool-kind of learning’ that departs from the children’s interests in their talk about documentation. This, I argue, stands out as a professional strategy that allows teachers to deal with contradictory policies about what should be documented. In their talk about how to conduct documentation, the teachers position themselves as learners. This is a way of ‘doing professionalism’ that allows teachers to deal with demands for accountability in a way that also allows for professional agency.A preschool (also nursery school, pre-primary school,kindergarten outside the US and UK) is an educational establishment or learning space offering early childhood education to children, usually between the ages of three and five, prior to the commencement of compulsory education at primary school.The earliest years of a child’s life are critical. These years determine child’s survival and thriving in life, and lay the foundations for her/ his learning and holistic development. It is during the early years that children develop the cognitive, physical, social and emotional skills that they need to succeed in life.

A right to education has been recognized by some governments, including at the global level: Article 13 of the United Nations' 1966 International Covenant on Economic, Social and Cultural Rights recognizes a universal right to education. In most regions, education is compulsory up to a certain age.

About the Author

I am Akash Sharma, the author and admin of the blog http://abceduhub.blogspot.in from Dehradun,India.

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Author: Akash Sharma

Akash Sharma

Member since: Jun 21, 2017
Published articles: 1

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