In this essay, I have interviewed four pedagogues from three preschools whit different pedagogical purposes. The purpose was to find out how they work with mathematics outdoor. In addition to interviews, I have conducted observations at each preschool. The different preschools are one traditional, one Reggio Emilia and one “all weather” (Friluftsfrämjandet) preschool. All the preschools were often out and then they used the natural materials like stones, sticks, leaves and fir cones when they were in the forest or in the play yard. During wintertime they used the snow too stamp and looked at the pattern that showed under the shoes. Did the pattern vary depending on shoe type? It is important that the pedagogues work on the supposition of the child and their interests and curiosity. When they are using different things that the children recognizes it is easier for them to go from the concrete to the abstract. The children’s learning and development occur in interaction with the pedagogue and the other children. All of these take place in the everyday consistency that the children can relate too. This is supposed to lead to lifetime learning (Lpfö 98). One of my conclusions is that it is a difference between the preschools in what they consider the important mathematical activities. There is a difference in whether they focus on counting, geometry, or pattern.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-3389 |
| Date | January 2010 |
| Creators | Eriksson, Evalott |
| Publisher | Södertörns högskola, Lärarutbildningen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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