Multivocal Didaktik Modelling in Early Childhood Education—For a Sustainable Future in a World of Change
Abstract
:1. Introduction
The development of events within and outside the country’s borders makes clear how fragile much of what we take for granted can be. At the same time, it shows how humans themselves contribute to hurting both fellow humans and the earth where they live.([9] p. 11)
More generally asked questions about support for democracy have in previous SOM surveys (Society, Opinion and Media Institute, University of Gothenburg) been interpreted as democracy having strong and undivided support among citizens in Sweden. When such a large percentage of Swedes claim that fundamental freedoms and rights are mostly for those who have the same views as oneself or those who are similar to the group one belongs to, it testifies that a deeper understanding of what democracy requires in the form of political tolerance is lacking in too many citizens.([10] p. 115)
1.1. International, Nordic, and Swedish Research on Teaching and Didaktik in Preschool
[…] from birth to five years should have a clear set of child development and learning outcomes that they work towards achieving in line with a broad child development, pedagogical and curriculum framework. Child caregivers and teachers should gain skills to work effectively with children from diverse backgrounds, needs and abilities in an inclusive manner. They should support and assess their progress in achieving expected outcomes and use assessment results to improve practice.([14] p. 21)
1.1.1. Features of Two Curricular Traditions
1.1.2. Teaching in Preschool and Didaktik Analysis in the Nordic Region
1.2. Theory—Didaktik and Multivocal Didaktik Modelling in Relation to Complex Teaching Realities
1.2.1. Which Didaktik?
1.2.2. Model Dependence and Conscious Realism—Hidden Reality
1.2.3. Multivocal Didaktik—Multivocal Didaktik Modelling
1.2.4. Examples of Didaktik Models
1.2.5. The Relevance of Didaktik Modelling as a Compass for Professionals
2. Materials and Methods
2.1. Methods and Context
2.2. Method
2.3. Materials
2.4. Didaktik and Abductive Analysis
2.5. Ethical Statements
3. Results—Examples of Multivocal Didaktik Modelling in Collaborative Research
3.1. Good Education for All Children—Multivocal Knowledge and Value Dimensions in Teaching
3.1.1. Empirical Traces with an Emphasis on Consolidating, Deepening, Broadening, and Raising Knowledge and Values
3.1.2. Continuity, Progression and Teaching Adventure—Theoretical Analysis including Testing of a Didaktik Model
[…] make use of the children’s own experiences, needs and what they show interest in. But the children must also be continuously challenged further based on the curriculum by being inspired to new discoveries and knowledge. The preschool must contribute to continuity and progression in the children’s development and learning and prepare for continued education.([91] p. 10)
3.1.3. Teaching Adventure with Unpredictable Traces—Abductive Discovery
Exciting because you don’t know in advance what it will be.(Undif-material in [83] p. 24)
[…] We don’t know where we are going […] can take any road. Start from the children and listen to them. More children can come forward when we go the roundabout (kringelikrokig) way.(Fundif-material in [39] pp. 42–43)
Don’t know which way […] everything is possible…where it ends, we don’t know.(ELR-material, 21 April 2023)
4. Discussion—Multivocal Didaktik Modelling for a Sustainable Future in a World of Change
Method Reflection—Limitations, Reliability, and Usability
5. Multivocal Didaktik Modelling—Conclusions and Future Research
- between knowledges, values, and didaktik/education/special education in the pursuit of the creation of conditions for good education for all children;
- between teaching realities and scientific foundations, which are founded in critical–reflective didaktik with a choice of direction but without a predetermined end goal in relation to an uncertain future;
- between continuity, progression and teaching adventures—which can include consolidating, deepening, broadening, raising, and cultivating knowledge and values for multivocality, democracy and sustainability in complex teaching realities.
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Collaborative Research | Number of Documents * | Number of Words | Number of Film Hours |
---|---|---|---|
R&D program Undif ** | ca 2260 | ca 479,000 | ca 110 |
R&D program Fundif *** | ca 1460 | ca 300,000 | ca 35 |
ELR network **** | ca 320 | ca 64,400 | ca 10 |
Total | ca 4040 | ca 843,400 | ca 155 |
Theory-Informed Teaching Arrangement | Consolidating | Deepening | Broadening | Raising |
---|---|---|---|---|
1 Didaktik-informed teaching arrangement | 1.1 Distinctive traces ‘to repeatedly name the concept’. ‘During a few teaching hours, the learning objective is repeated on several occasions.’ ‘that the children recount different events to each other.’ ‘The children are actors in that they are the ones who come up with suggestions and teach the fairy tale character’. ‘Since we had already listened to the songs before and talked about the concept of pulse, the children recognized the songs and quickly found the pulse. Repetition is good for children.’ | 1.2 ‘enabled the children to deepen their learning’. ‘deepen children’s concepts in music. Feel pace, pulse, fast, slow’ | 1.3 ‘At the same time provides a breadth within the subject.’ | 1.4 Raising equality—‘helicopter perspective’. ‘The sustainability concept was well-being’ |
2 Didaktik and variation theory-informed teaching arrangement | 2.1 ‘We will name the words big and small to consolidate.’ ‘We also had the same teaching sessions several times as the younger children are in greater need than the older ones of repetition before we can move on.’ | 2.2 Distinctive traces ‘learning object, where we can go more in depth on a certain topic.’ ‘That’s why I wanted to go a little deeper both in why you can experience the feeling of anger and how it can be expressed.’ ‘Becomes in-depth learning for the children.’ ‘We want the children to gain a deeper understanding of patterns by pointing to patterns that exist in our surroundings’. ‘An opportunity to narrow down in an area of knowledge and go down in depth.’ | 2.3 ‘Broaden children’s understanding of trains and other work vehicles.’ | 2.4 ‘The aim is to challenge the children’s mathematical reasoning connected to measurement and also to relate this to an equality aspect’ |
3 Didaktik and post-structural informed teaching arrangement | 3.1 ‘repetition needs younger children’. ‘it took a few repetitions’ | 3.2 ‘Interesting that it was possible to do in-depth studies in certain subjects’ | 3.3 Distinctive traces ‘to work with many different forms of expression and transdisciplinary. It enables us to weave in many curriculum goals within the same project and at the same time find the children’s voices in it. ‘ ‘Unlike a variation-theoretical approach with a narrow learning goal, here we have been able to choose a theme/project that was overall and comprehensive, where we then had different directions that can be interpreted as rhizomatic.’ ‘Instead of choosing only one trace and following its direction, we have been able to provide the opportunity for several different traces from the start. The different directions have also contributed to a trans-disciplinary way of working, where several subjects intertwine with each other.’ ‘Materials and environments have also been given a greater role than usual in our teaching.’ | 3.4 ‘To raise the value of children’s participation and influence in the different parts of the preschool’ |
4 Didaktik and pragmatic informed teaching arrangement | 4.1 ‘Through action, it becomes easier for the children to consolidate their knowledge.’ | 4.2 ‘A possible entrance to deepening the teaching around children’s influence.’ ‘[...] when you go more in-depth with what works and what doesn’t work [...]’ | 4.3 ‘There are several threads to build on. We ended up in discussions about what creates good conditions for cooperation. What opportunity do we give the children to build relationships with everyone (the breadth)’ | 4.4 Distinctive traces ‘We could see that the global goal, which deals with reduced inequality, gained great impact based on the fact that the conflicts were reduced and ‘we could observe that the children gained increased motivation to influence everything from small to large’. ‘makes it possible to capture spontaneous learning opportunities where different values are in focus.’ ‘We want to make the children aware that there are global goals that the whole world must reach and strive for.’ |
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Vallberg Roth, A.-C.; Palla, L. Multivocal Didaktik Modelling in Early Childhood Education—For a Sustainable Future in a World of Change. Children 2023, 10, 1419. https://doi.org/10.3390/children10081419
Vallberg Roth A-C, Palla L. Multivocal Didaktik Modelling in Early Childhood Education—For a Sustainable Future in a World of Change. Children. 2023; 10(8):1419. https://doi.org/10.3390/children10081419
Chicago/Turabian StyleVallberg Roth, Ann-Christine, and Linda Palla. 2023. "Multivocal Didaktik Modelling in Early Childhood Education—For a Sustainable Future in a World of Change" Children 10, no. 8: 1419. https://doi.org/10.3390/children10081419