Everyday environments and activities of children and teachers in - How children and teachers spend their time in preschool: systematic child and teacher observations in 78 Swedish preschool units
Vardagsmiljöer och aktiviteter hos barn och personal i svenska förskolor - Vad barn och lärare gör i förskolan: systematiska observationer av barn och personal på 78 svenska förskoleavdelningar
How preschool teachers and children spend their time in preschool is important for children's engagement and learning. The study aims to give a broad description of how often children and staff spend time in different types of activities, interactions, and environments. Systematic momentary observations of individual children and teachers/staff were conducted continuously during a full day in 78 preschool units (mainly for children 3-5 years) during the autumn term. The observations resulted in frequency data for different types of activities for children and teachers. Frequency data were summarized at the unit level, and percentage distributions of activities were calculated.
Results showed that free play indoors was the main activity setting, followed by free play outdoors. Children interacted as much with other children as with teachers. The focus was dominated by non-pretend play, construction, art and music, followed by pretend play and academic contents. Child engagement was significantly higher in free play indoors compared to outdoors. Teachers engaged in varied tasks, but their central task was managing. Teachers were typically in proximity to small groups of children, or by themselves, and mostly talked to or listened to a single child.
Data was collected with systematic observations with the help of manual-based instruments Child Observation in Preschool (COP) and Teacher Observation in Preschool (TOP). The observations consists of snapshots of individual children/teachers across a preschool day. Several aspects of the individual's current activity are coded. Individual data was aggregated to preschool unit level, and proportions for different activity aspects were calculated. Aggregated frequency and proportionate data are available in the data set for child and teacher data, respectively. Some preschool unit background information is also available.
Hur förskolepersonal och barn tillbringar sin tid i förskolan är viktigt för barns engagemang och lärande. Studie ämnar ge en bred beskrivning av hur ofta barn och personal spenderar tid i olika typer av aktiviteter, interaktioner, och miljöer. Systematiska ögonblicksobservationer av enskilda barn och lärare/barnskötare genomfördes kontinuerligt under en heldag på 78 förskoleavdelningar (främst 3-5 års avd.) under höstterminen. Observationerna resulterade i frekvensdata för olika typer av aktiviteter för barn resp. personal. Frekvensdata summerades på avdelningsnivå, och procentuell fördelning av aktiviteter räknades ut.
Data har samlats in med hjälp av systematiska observationer genom de manualbaserade instrumenten Child Observation in Preschool (COP) och Teacher Observation in Preschool (TOP). Observationerna innebär att ögonblicksbilder av individuella barn/personal görs under en heldag i förskolan. Flera aspekter av individens aktuella aktivitetet kodas. Därefter har individuella data aggregerats till avdelningsnivå och procentuell fördelning av aktiviteter har kalkylerats. Aggregerad frekvensdata och proportionsdata för barn respektive personal återfinns i dataseten samt viss bakgrundsinformation om avdelningarna.
2022-08-18T12:06:01.667645Z
2020-02-07T00:00:00Z
Frida Åström
Madeleine Sjöman
Social Sciences
Samhällsvetenskap
environment
miljö
pre-primary schools
förskolor
observation (data collection)
observation (datainsamling)
schools
skolor
educational institutions
utbildningsinstitutioner
educational systems and institutions
utbildningssystem och utbildningsinstitutioner
education
utbildning
free play
fri lek
activity
aktivitet
involvement
engagemang
2014-09-01
2014-12-01
2015-09-01
2015-12-01
Jönköping University
Jönköping University
Sweden
Sverige