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The Educational Positioning of the Preschool-Class at the Border between Social Education and Academic Demands: An Issue of Continuity in Swedish Early Education?
Linnaeus University, Faculty of Social Sciences, Department of pedagogy.ORCID iD: 0000-0002-9523-6379
Malmö University.
2016 (English)In: Journal of Education and Human Development, ISSN 2334-296X, E-ISSN 2334-2978, Vol. 5, no 1, 182-196 p.Article in journal (Refereed) Published
Abstract [en]

This study’s overarching aim is to produce knowledge about the educational position of the preschool-class in a changing educational landscape. This position is analyzed through teacher’s own descriptions in the weekly reports they send home to the parents each week. The results illustrate how teachers in their weekly reports construct an educational position for the pre-school class that is influenced both by the social pedagogical position with an existence-oriented education and the academic school readiness position by preparing children for further schooling. This causes a variation in the preschool-class education and raises questions about continuity and equivalence in early education.

Place, publisher, year, edition, pages
2016. Vol. 5, no 1, 182-196 p.
Keyword [en]
Preschool-class, social pedagogic tradition, academic tradition, school readiness, weekly reports
National Category
Research subject
Pedagogics and Educational Sciences
URN: urn:nbn:se:lnu:diva-52517DOI: 10.15640/jehd.v5n1a19OAI: diva2:928893
Available from: 2016-05-17 Created: 2016-05-17 Last updated: 2016-05-24Bibliographically approved

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Ackesjö, Helena
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