When the political agenda on behalf of the children is running away with the concept of learning

Publikation: Konferencebidrag uden forlag/tidsskriftKonferenceabstrakt til konferenceForskningpeer review

Resumé

In this paper, I will discuss the meaning of the current political agenda of efficiency in early childhood education for children’s everyday lives. Furthermore, the paper will discuss how theoretical psychology plays a part in the development of educational policies and practices.

Taking a historical view of a number of research projects in which children’s everyday life in daycare settings and in schools has been studied, it becomes clear that ‘the Era of Acceleration’ is not ‘just’ an academic abstraction or construction that is above or outside real lives. It is reflected in the practices in institutional settings and even pushing further in the children’s everyday lives in families. It is something that is represented through political documents and laws, societal structures, and actual persons participating in the institutional settings, in ways that have meaning for children’s possibilities to participate, learn and develop (and relax).

This paper will elaborate on the dialectic between theoretical psychology, a broad concept of learning, policymaking and the development of learning arrangements for children in the era of acceleration. The paper will analyse the way in which theoretical understandings of the concept of learning are represented in the new law for daycare in Denmark and how societal arrangements develop and change in response to sometimes misunderstood views on what is best for children in transitions from e.g. preschool to school.
OriginalsprogEngelsk
Publikationsdato2019
StatusUdgivet - 2019
BegivenhedThe 18th biennial conference of International Society for Theoretical Psychology : Measured Lifes - Theoretical Psychology in an Era of Acceleration - Danish School of Education , Copenhagen, Danmark
Varighed: 19. aug. 201923. aug. 2019
http://conferences.au.dk/istp2019/

Konference

KonferenceThe 18th biennial conference of International Society for Theoretical Psychology
LokationDanish School of Education
LandDanmark
ByCopenhagen
Periode19/08/201923/08/2019
Internetadresse

Citer dette

Stanek, A. H. (2019). When the political agenda on behalf of the children is running away with the concept of learning. Abstract fra The 18th biennial conference of International Society for Theoretical Psychology , Copenhagen, Danmark.
Stanek, Anja Hvidtfeldt. / When the political agenda on behalf of the children is running away with the concept of learning. Abstract fra The 18th biennial conference of International Society for Theoretical Psychology , Copenhagen, Danmark.
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Stanek, AH 2019, 'When the political agenda on behalf of the children is running away with the concept of learning' The 18th biennial conference of International Society for Theoretical Psychology , Copenhagen, Danmark, 19/08/2019 - 23/08/2019, .

When the political agenda on behalf of the children is running away with the concept of learning. / Stanek, Anja Hvidtfeldt.

2019. Abstract fra The 18th biennial conference of International Society for Theoretical Psychology , Copenhagen, Danmark.

Publikation: Konferencebidrag uden forlag/tidsskriftKonferenceabstrakt til konferenceForskningpeer review

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AB - In this paper, I will discuss the meaning of the current political agenda of efficiency in early childhood education for children’s everyday lives. Furthermore, the paper will discuss how theoretical psychology plays a part in the development of educational policies and practices.Taking a historical view of a number of research projects in which children’s everyday life in daycare settings and in schools has been studied, it becomes clear that ‘the Era of Acceleration’ is not ‘just’ an academic abstraction or construction that is above or outside real lives. It is reflected in the practices in institutional settings and even pushing further in the children’s everyday lives in families. It is something that is represented through political documents and laws, societal structures, and actual persons participating in the institutional settings, in ways that have meaning for children’s possibilities to participate, learn and develop (and relax).This paper will elaborate on the dialectic between theoretical psychology, a broad concept of learning, policymaking and the development of learning arrangements for children in the era of acceleration. The paper will analyse the way in which theoretical understandings of the concept of learning are represented in the new law for daycare in Denmark and how societal arrangements develop and change in response to sometimes misunderstood views on what is best for children in transitions from e.g. preschool to school.

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Stanek AH. When the political agenda on behalf of the children is running away with the concept of learning. 2019. Abstract fra The 18th biennial conference of International Society for Theoretical Psychology , Copenhagen, Danmark.