Open AccessTeachers’ actions and children’s interests. Quality becomings in preschool documentation
Author(s) -
Katarina Elfström Pettersson
Publication year - 2017
Publication title -
nordisk barnehageforskning
Language(s) - English
Resource type - Journals
ISSN - 1890-9167
DOI - 10.7577/nbf.1756
Subject(s) - documentation , perspective (graphical) , quality (philosophy) , reading (process) , curriculum , early childhood education , psychology , preschool education , early childhood , pedagogy , sociology , mathematics education , developmental psychology , political science , computer science , epistemology , visual arts , art , law , philosophy , programming language
High quality is considered to be important for children’s development and learning in early childhood education. Swedish preschool teachers are required to systematically develop their practice and support children’s learning, using documentation and taking children’s interests into account. From a posthumanist perspective, preschool documentation, models and templates could be seen as actively producing certain elements of quality. Reading documentation from eight Swedish preschool groups diffractively through different texts, such as the national curriculum, supportive texts and research, this article discusses how teachers’ actions and children’s interests are produced as important quality aspects in one of these groups.