From pre-school to primary school: When different contexts meet

Johanna Einarsdottir*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

33 Citations (Scopus)

Abstract

The study aimed to investigate the pedagogy and beliefs of Icelandic pre-school and first-grade teachers during times of immense changes in the policy and trends of early childhood education. The practices of 2 pre-school teachers working with the oldest pre-school children and 2 primary school teachers working with the youngest primary school children were examined. Qualitative methods were used, including participant observations, interviews, and document collection. The results of the study show differences in the practices of the two pairs of teachers and the social contexts that influenced the teachers' practices. The degree of control the teachers had over their work varied between school levels and the degree of control the children had over their learning also varied between school levels. The results indicate that the downward pressure of academic subjects is becoming evident.

Original languageEnglish
Pages (from-to)165-184
Number of pages20
JournalScandinavian Journal of Educational Research
Volume50
Issue number2
DOIs
Publication statusPublished - Apr 2006

Other keywords

  • Context
  • Early childhood education
  • Teachers
  • Transition

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