Five preschool curricula - comparative perspective

International Journal of Early Childhood

Volumn 38, Issue 1, 2006, Pages 11-30

  Samuelsson, Ingrid Pramling ^a   Sheridan, Sonja ^a   Williams, Pia ^a  

^a UNIVERSITY OF GOTHENBURG   (Sweden)

Author keywords

Comparative perspective; Curriculum; Pedagogical quality; Preschool

Indexed keywords

EID: 65449172267     PISSN: 00207187     EISSN: 18784658     Source Type: Journal    
DOI: 10.1007/BF03165975     Document Type: Article

References (65)

1. Alvestad, M. & Pramling Samuelsson, I. (1999). A Comparison between the National Preschool Curricula in Norway and Sweden. Early Childhood Research and Practice, 1(2). http://www.ecrp.uiuc.edu/v1n2/index.html
2. Asplund Carlsson, M., Kärrby, G. & Pramling Samuelsson, I. (2001). Strukturella faktorer och pedagogisk kvalitet i barnomsorg och skola: En kunskapsöversikt. [Structural aspects and pedagogical quality in preschool and school: A review.] A Report to the Ministry of Education and Science in Sweden. Skolverkets monografiserie. Stockholm: Liber.
3. Bjurek, H., Kjulin, U. & Gustafsson, B. (1992). Efficiency, productivity and determinants of inefficiency at public day care centres in Sweden. Göteborg University: Department of Economics.
4. Bruce, T. (1990). Tradition och förnyelse i förskolepedagogiken. [Tradition and renewal in preschool pedagogy.] Stockholm: utbildningsförlaget.
5. Bruner, J. (1996). The Culture of Education. Cambridge, Massachusetts: Harvard University Press.
6. Carr, M. (2001). Assessment in Early Childhood Settings. London: Paul Chapman Company.
7. Carr, M., May, H. & Podmore, V. (2000). Learning and Teaching Stories: Action research on evaluation in early childhood. Final report to the Ministry of Education. Wellington: New Zealand Council for Educational Research.
8. Dahlberg, G., Moss, P., & Pence, A. (1999). Beyond Quality in Early Childhood Education and Care -Postmodern Perspectives. USA: Falmer Press, Taylor & Francis Inc.
9. Dysthe, O. (1996). Det flerstämmiga klassrummet. [A class-room for many voices.] Lund: Studentlitteratur.
10. Elkind, D. (1988). The Resistance to Developmentally Appropriate Education Practice with Young Children: The Real issue. In C. Wanger (Ed.), Public School Early Childhood Programs. Alexandria: Association for Supervision and Curriculum Development.
11. EU. (1996). Council for cultural co-operation. Strasbourg: Education committee.
12. Froebel, F. (1863/1995). Människans forstran. [The fostering of humans.] Translated by: J-E. Johansson. Lund: Studentlitteratur.
13. Gesell, A. & Ilg, F. (1961). Barnen värld och vår. [Children's world and ours.] Stockholm: Natur och Kultur.
14. Göteborgs stadskansli. (2003). Kvalitetsredovisning avseende år 2002 - för utbildningsområdet i Göteborgs kommun, Drn 222/03. [Quality report for year 2002.] Göteborgs stadskansli: Enheten för Välfärd och utbildning.
15. Hewes, D. (2005). Froebel's Contribution to Reggio Emila. Paper presented at San Diego Association for the education of Young Children. San Diego, July 13.
16. Hewes, D. (2001). W.N. Hailmann: Defender of Froebel. USA: Froebel Foundation USA.
17. Hundeide, K. (1999). From early interaction to class-room communication. University of Oslo. Draft 17/6.
18. Hundeide, K. (2001). Vägledande samspel. [Guiding interplay.] Stockholm: Rädda Barnen.
19. Johansson, E. (2003). Möten för lärande. Pedagogisk verksamhet för de yngsta barnen i förskolan. [Encounters for learning. Pedagogical practice for the youngest in preschoo.] Skolverkets monografiserie. Stockholm: Skolverket.
20. Karlsson Lohmander, M. & Pramling Samuelsson, I. (2002). Les cadres pédagogiques de la petite enfance en europé. Une comparison entre malte, la Norvège, l'Écosse et la Suède. /Pedagogical Frameworks for Early Childhood Education in europé. A comparison between Malta, Norway, Scotland and Sweden./ Politiques d'Èducation et de formation. Analyses et comparaisons internationales. Les politiques éducatives de la petite enfance, 3(6), 39-55.
21. Karlsson Lohmander, M. & Pramling Samuelsson, I. (Eds.) (2003). Researching Early Childhood: Care, play and learning. Curricula for early childhood education, 5. Göteborgs universitet: Institutionen för Pedagogik och didaktik.
22. Korczak, J. (1986). Janusz Korczak. En humanistisk pedagog. [A humanistic pedagogue.] Stockholm: HLS.
23. Laevers, F. (1994). The innovative project Experiential Education and the Definition of Quality in education. In F. Laevers (Ed.), Defining and Assessing Quality in early Childhood Education. (Studia Paedagogica, No. 16.) Belgium: Leuven University Press.
24. Lenz Taguchi, H. (1997). Varför pedagogisk dokumentation? [Why pedagogic documentation?] Stockholm: HLS Förlag.
25. Ministry of Education. (1996). Te Whãriki. Early Childhood Curriculum. Wellington: Learning Media.
26. Ministry of Education. (1998). Quality in Action. Implementing the Revised Statement of Desirable Objectives and Practices in New Zealand Early Childhood Services. Wellington: Learning Media.
27. Ministry of Education and Sciences in Sweden. (1998). Curriculum for the pre-school (Lpfö 98). Stockholm: Fritzes.
28. Moss, P., Dahlberg, G., & Pence, A. (2000). Getting Beyond the Problem with Quality. European Early Childhood Education Research Journal, 8(2), 103-115.
29. Oberheumer, P. (2005). International Perspectives on Early Childhood Curricula. International Journal of Early Childhood, 37(1), 27-38.
30. OECD (2001). Starting Strong. Early childhood education and care. Education and skills. Paris: OECD. (www.SourceOECD.org).
31. OECD (2004). Starting Strong. Curricula and Pedagogies in Early Childhood Education and Care. Five Curriculum Outlines. Directorate for education. Paris: OECD. (www.SourceOECD.org).
32. Olfman, S. (2003). (Ed.). All work and no play...: How Educational Reforms Are Harming Our Prescoolers. Westport: Praeger Publishers.
33. st Century: Global Guidelines and Papers From an International Symposium Hosted by the World Organization for Early Childhood Education (OMEP) and the Association for Childhood Education International (ACEI). Ruschlikon, Switzerland, 5-8 July.
34. Pedagogisk Forskning i Sverige. (2003). Temanummer: Barns perspektiv och barnperspektiv, Vol. 8, nr. 1-2. [The child's perspective or child perspective.]
35. Piaget, J. (1975). The child's conception of the world. New Jersey: Litterfield, Adams & Co. (Original 1929.)
36. Pramling, I. (1990). Learning to learn. A study of Swedish preschool children. New York: Springer Verlag.
37. Pramling, I. (1994). Kunnandets grunder. Prövning av en fenomenografisk ansats till att utveckla barns sätt att uppfatta sin omvärld [The basis of knowledge.] Göteborg: Acta Universitatis Gothoburgensis.
38. Pramling, I. (1996). Understanding and Empowering the Child as a Learner. In Olson, D. R., & Torrance, N. (1996). Handbook of Education and Human Development: New Models of learning, teaching and schooling. Oxford: Basil Blackwell.
39. Pramling, I. Klerfelt, A & Williams Graneld, P. (1995). Först var det roligt, sen blev det tråkigt och sen vande man sig." Barns möte med skolans värld. [It's fun at first, then it gets boring, and then you get used to it... Children meet the world of school.] (Rapport nr. 9) Göteborgs universitet: Institutionen för metodik.
40. Pramling Samuelsson, I. & Asplund Carlsson, M (2003). Det lekande lärande barnet - i en utvecklingspedagogisk teori. [The playing learning child - in a developmental pedagogic theory.] Stockholm: Liber.
41. Pramling Samuelsson, I., & Sheridan, S. (2004). Recent Issues in the Swedish Preschool. International Journal of Early Childhood, 36(1), 7-22.
42. Rinaldi, C. (1993). The Emergent Curriculum and Social Constructivism. In C. Edwards, L. Gandini, & G. Forman (Eds.), The Hundred Languages of Children. The Reggio Emilia Approach to Early Childhood Education, p. 101-111. Norwood, New Jersey: Ablex Publishing Corporation.
43. Rinaldi, C. (2000). Subjectivity and Intersubjectivity in Children's Learning. Paper presented at The NAEYC conference, Atlanta, 7-10 November.
44. Rogoff, B. (2003). The Cultural Nature of Human development. Oxford: Oxford University Press.
45. Rosén, G. (2001). Utvärdering i förskolan. [Evaluation in preschool.] Stockholm: Fritzes.
46. Rye, H., Smebye, H., & Hundeide, K. (1987). Aktiv læring i førskolealder. En presentasjon av High/Scopes barnehageprogram. [Active learning for preschool ages.] Oslo: Universitetsforlaget.
47. Schweinhart, L., Barnes, H., & Weikart, D. (1993). Significant Benefits. The High/Scope Perry Preschool Study through Age 27. (Monographs of the High/Scope Educational Research Foundation, No. 10). Michigan: The High/Scope Press.
48. Shameem, J. N. (2004). Children in difficult circumstances - the Fijian Experience. Paper presented at OMEP's World Congress - One World: Many childhoods, Melbourn, 22-25 July.
49. Sheridan, S. (2001). Pedagogical Quality in Preschool. An issue of perspectives. (Göteborg studies in Educational Sciences 160.) Göteborg: Acta Universitatis Gothoburgensis.
50. Sheridan, S. & Pramling Samuelsson, I. (2001). Children's Conceptions of Participation and Influence in Preschool. A perspective on pedagogical quality. Contemporary Issues in Early Childhood, 2(2), 169-194. (http://www.triangle.co.uk/ciec/)
51. Sheridan, S. (manuscript). A theoretical perspective of pedagogical quality in educational settings.
52. Siraj-Blatchford, I., Sylva, K. Muttock, S. Gilden, R. & Bell D. (2002). Researching Effective Pedagogy in the Early Years. Research Report No 356. University of Oxford: Department of Educational Studies.
53. Skolverket (2001). BRUK - för kvalitetsarbete i förskola och skola. Stockholm: Fritzes.
54. Sommer, D. (1997). Barndomspsykologi. Utveckling i en förändrad värld. [Childhood psychology. Development in a changed world.] Stockholm: Runa.
55. Sommer, D. (1998). The reconstruction of childhood - implications for theory and practice. European Journal of Social Work, 1(3), 311-326.
56. Sommer, D. (2005). Barndomspsykologi. [Childhood psychology.] Stockholm: Runa förlag.
57. Sylva, K. (1994). School Influences on Children's Development. Child Psychology and Psychiatry, 35(1), 135-170
58. Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I. & Taggart, B. (2004). The Effective Provision of Pre-school Education (EPPE) Project: Findings from Preschool to end of Key Stage 1. University of London: Institute of Education.
59. Säljö, R. (2000). Lärande i praktiken. Kultur, kommunikation och tänkandets redskap. [Learning in Practice.] Stockholm: Prisma.
60. Tietze, W., Cryer, D., Barrio, J., Palacios, J. & Wetzel, G. (1996). Comparisons of Observed process Quality in Early Child Care and Educational Programs in Five Countries. Early Childhood Research Quarterly, 11, 447-475.
61. UN Convention. (1989). The UN Convention on the Rights of the Child. New York: United Nations.
62. Vallberg-Roth, A-C. (2006). Early Childhood Curricula in Sweden from the 1850's to the Present. International Journal of Early Childhood, Special theme: Children's rights, 37(3), pp. XX.
63. Valsiner, J. (1990). Culture and Development of Children's Actions. New York: John Wiley.
64. Vygotskij, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
65. Vygotskij, L. (1986). Thought and Language. (Original published 1934). Cambridge, Mass: MIT Press.