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Swedish preschool has implemented a revised curriculum since the year 2011. The revision brings a stronger focus on literacy, mathematics and natural sciences as pedagogical content in early years’ education, giving the preschool teachers an extended responsibility for children’s early education. Yet, the curriculum and tradition in preschool highly values children’s interests and flow of ideas, thematic work and play as part of early childhood education. The consolidation of children’s perspectives, play and goal-oriented learning in pedagogical practices is the main purpose in early childhood education, according to the national guidelines. The Swedish preschool teacher is thus standing before great pedagogical challenges where their pedagogical content knowledge is put to the test. This issue has been addressed in a developmental empirical project which results are presented in this paper. The purpose is to analyze a designed teaching act in Swedish preschool, to discuss the possibilities for challenging children’s conception of calendar time through the pedagogical frames of Variation theory of learning. The discussion extends our knowledge of this particular content in early childhood education and highlights the opportunities to stimulate learning, through a theoretical analysis of both the children’s conceptual knowledge and their response to the teaching act related to this content.

A Variation Theory Approach to Teaching Calendar Time in Swedish Preschool