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Author(s) -
Karin Forsling
Publication year - 2021
Publication title -
educare
Language(s) - English
Resource type - Journals
eISSN - 2004-5190
pISSN - 1653-1868
DOI - 10.24834/educare.2021.2.3
Subject(s) - agency (philosophy) , flexibility (engineering) , context (archaeology) , meaning (existential) , pedagogy , perspective (graphical) , sociology , mathematics education , psychology , epistemology , computer science , social science , philosophy , mathematics , artificial intelligence , paleontology , statistics , biology
This article focuses on how children’s informal acquisition of textual knowledge is used, or not used, in formal literacy situations involving digital tools in preschool education. Research questions were related to the interaction between children’s perspective and pedagogues’ understanding of knowledge and teaching. The study draws on didactic design theories focusing on the learning processes embracing children and adults (Selander & Kress, 2010). Central concepts for analysis are agency and flexibility. Firstly, the study examines how the children’s agency manifests in teaching situations. Secondly, it illuminates in what ways the pedagogues’ didactic flexibility becomes visible in the teaching situations. The study adheres to the design-based research paradigm. The pedagogues and the researcher together developed teaching situations involving digital tools. The results revealed the interaction dimension in which children had or assumed agency in dialogue with the pedagogues. This interaction was both context-creating and meaning-creating. However, the analysis also revealed that the children’s cultural backpacks were not used to the extent that could have been achievable in the teaching situations investigated.