Systematic Child Talks in Early Childhood Education-A Method for Sustainability.

One of a preschool teacher's most important competencies is to be able to talk with children and to invite them to share their ideas, knowledge, and experiences. This skill is of utmost importance within Early Childhood Education for sustainability. The aim of this article is to show various ways in which preschool teachers carry out systematic talks with children. Data come from a large Swedish development and research project, Sustainable Preschool, involving around 200 teachers in Early Childhood Education. During the spring of 2022, the preschools carried out theme-oriented projects linked to sustainable development. The participating preschool teachers were then asked to carry out systematic child talks with children about learning for sustainability and their understanding of the sustainability-related content. Using content analysis, three different approaches were identified as to how teachers communicate with children systematically about various content related to sustainability: (1) joint creation of meaning, (2) question and answer, focusing on remembering facts, and (3) following the children. There is a large variation in the teachers' communicative competences. A key factor seems to be to create a shared inter-subjective atmosphere, while at the same time being open for alterity, that is, introducing new or slightly changed perspectives for the dialogue to deepen and continue.

The Coronavirus Pandemic and Lessons Learned in Preschools in Norway, Sweden and the United States: OMEP Policy Forum.

The novel coronavirus, also known as COVID-19, has moved rapidly across the world in 2020. This article reports on the recent consequences of the pandemic for early childhood education in Sweden, Norway, and the United States. The authors illustrate the effects of the pandemic on preschools in their countries, against a backdrop of frequent changes in infection and mortality rates, epidemiological understandings, government strategies, and mitigation strategies regarding preschool closures. Teachers report their experiences and actions in specific early childhood education settings, across the three national contexts. These experiential snapshots identify program priorities, parents' and children's reactions, and the commitment and concerns of teachers. The conversations reveal culturally situated similarities of early childhood educational practices but also differences across contexts. Teachers report on the challenges of their experiences but also benefits for their practice and how they engage with children and their families. Ideas about future preparedness for such pandemics are also discussed.

Le nouveau coronavirus, également connu sous le nom de COVID-19, s'est déplacé rapidement à travers le monde en 2020. Cet article rend compte des conséquences récentes de la pandémie pour l'éducation de la petite enfance en Suède, en Norvège et aux États-Unis. Les auteurs analysent les effets de la pandémie sur les établissements préscolaires dans leurs pays, dans un contexte de changements fréquents des taux d'infection et de mortalité, de compréhension épidémiologique, de stratégies gouvernementales et de stratégies d'atténuation au regard des fermetures d'établissements préscolaires. Les enseignants font part de leurs expériences et de leurs actions dans des milieux spécifiques d'éducation de la petite enfance, dans les trois contextes nationaux. Ces instantanés expérientiels identifient les priorités du programme, les réactions des parents et des enfants, ainsi que l'engagement et les préoccupations des enseignants. Les conversations révèlent des similitudes culturelles des pratiques éducatives en éducation de la petite enfance, mais aussi des différences selon les contextes. Les enseignants rendent compte de défis de leurs expériences, mais aussi de bénéfices pour leur pratique et de la façon dont ils interagissent avec les enfants et leurs familles. Des idées sur la préparation future à de telles pandémies sont également discutées.

El nuevo virus corona, conocido también como COVID-19, se ha movido rápidamente por todo el mundo en el 2020. Este artículo informa sobre las consecuencias de la pandemia sobre la educación temprana en Suecia, Noruega, y los Estados Unidos. Los autores muestran los efectos de la pandemia en los establecimientos preescolares en sus países en un contexto de cambios frecuentes de las tasas de infección y mortalidad, entendimientos epidemiológicos, estrategias gubernamentales, y estrategias de mitigación relacionadas con el cierre de los recintos preescolares. Los maestros reportan sus experiencias y acciones en ambientes específicos de la educación temprana, en los tres contextos nacionales. Estas impresiones instantáneas experimentales identifican las prioridades del programa, las reacciones de los padres y niños, y el compromiso y preocupaciones de los maestros. Las conversaciones revelan similitudes culturalmente situadas de las prácticas en la educación temprana, pero también revelan diferencias entre contextos. Los maestros reportan sobre los desafíos de sus experiencias, pero también sobre los beneficios de su práctica y cómo se relacionan con los niños y sus familias. También se discuten ideas sobre la preparación para futuras pandemias.

A web-based programme for person-centred learning and support designed for preschool children with long-term illness: a pilot study of a new intervention.

For children living with long-term illness, school age is a risk period with regard to psychosocial ill health and poor compliance with treatment. There is a need for methods to promote health, well-being, and self-esteem. This study describes a new concept for supporting children, person-centred web-based learning and support, which has been tested in 12 preschool children and incorporates learning about feelings, relationships, and the right to integrity. SKYPE was used for conversations between the child and the web teacher. Methods. The programme was developed and tested in two steps. The conversations were tape-recorded and analysed using phenomenography. The questions addressed concerned the quality of the intervention process: accessibility of intervention, learning content and support, and identification of measurable items and patterns. Findings. The children found it interesting to communicate with their web teacher using SKYPE. The story about Max and Sara served as a good basis for discussion, and development was found in the learning process. The children were able to talk about relations and feelings and developed an understanding for use in new situations in their daily lives. Items and patterns that are useful for research and documentation were identified, for example, well-being, resources, needs, and wishes.