ABSTRACT

This article is based on studies carried out within the Young children’s learning research education programme. This undertaking involved five graduate students, all recruited from the Swedish preschool system. The licentiate thesis makes up the final product of their education programme, and the focus of each candidate’s licentiate thesis was preschool-level documentation. Using the results of all five theses, a re-analysis was conducted with the concept of normality as the common starting point. The purpose was to investigate whether documentation and assessment can change the view of normality in preschools, and furthermore, what consequences there may be for preschool activity. ‘The narrow preschool and the wide preschool’ is the model used to support the analysis, which is a model used in previous studies to review and discuss educational choices and conditions in the school system. Results of the present investigation show that the documents and assessments performed in preschool have a strong focus on the individual child and a traditional, school-oriented learning is highly valued. The documentation and assessment practices that take place now in our preschools, therefore, most likely influence the preschool view of normality and restrict the acceptance of differences.

摘要

本文基于幼儿学习中进行的研究研究教育计划。这项工作涉及五名研究生，全部是从瑞典学龄前系统招募的。许可论文构成了他们教育计划的最终产物，每个候选人的许可论文的重点是学前水平的文档。利用所有五个论断的结果，以正态性为共同出发点进行了重新分析。目的是调查文件和评估是否可以改变学前班的正常状况，此外，还可能对学前活动产生什么影响。“狭窄的学龄前儿童和广泛的学龄前儿童”是用于支持分析的模型，该模型在以前的研究中用于审查和讨论学校系统中的教育选择和条件。本次调查的结果表明，学龄前进行的文件和评估非常关注单个孩子，并且非常重视传统的，以学校为导向的学习。因此，目前在我们的学前班中进行的文档编制和评估实践很可能会影响学前班对正常性的看法并限制对差异的接受。