Open AccessSka barns kunskaper testas eller deras kunnande utvecklas i förskolan?
Author(s) -
Ingrid Pramling Samuelsson
Publication year - 2010
Publication title -
nordisk barnehageforskning
Language(s) - English
Resource type - Journals
ISSN - 1890-9167
DOI - 10.7577/nbf.284
Subject(s) - preschool education , perspective (graphical) , context (archaeology) , curriculum , point (geometry) , test (biology) , pedagogy , psychology , mathematics education , humanities , art , history , mathematics , visual arts , paleontology , geometry , archaeology , biology
Title: Should children’s knowledge be tested or developed in preschool? Abstract: Thus article focuses and discuss questions about what test respectively development may mean for children in the preschool practice. The starting point is the mission of preschool and the perspective of learning stated in the curricula. What is the mission of preschool and how is this harmonised or disharmonised with tests and assessment of children’s knowledge? Obviously preschool has to be evaluated, but in what ways, and what are the questions one as a teacher have to consider in a time when more and more tests are brought into the preschool context