A1 Journal article (refereed)
What, where, when and how : Finnish children’s perceptions of learning in preschool (2021)

Mertala, P. (2021). What, where, when and how : Finnish children’s perceptions of learning in preschool. Early Child Development and Care, 192(13), 2023-2035. https://doi.org/10.1080/03004430.2021.1970546

JYU authors or editors

Publication details

All authors or editors: Mertala, Pekka

Journal or series: Early Child Development and Care

ISSN: 0300-4430

eISSN: 1476-8275

Publication year: 2021

Publication date: 27/08/2021

Volume: 192

Issue number: 13

Pages range: 2023-2035

Publisher: Routledge

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1080/03004430.2021.1970546

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/77603

Abstract

To be able to support young children in learning to learn—an ability that requires adapting often-unprecedented changes in society—teachers need to be aware of the ways in which children understand learning. In this qualitative study, 177 micro-interviews conducted with 41 Finnish children were analysed using an abductive method to understand their perceptions of learning in a preschool. Learning was perceived as learning to do or know things. Academic skills and contents, followed by motoric skills and sports, arts and crafts, socio-emotional skills and everyday skills, were mentioned as the learning contents. In addition, intentional teaching, teacher-initiated exercises, practising, cognitive engagement, casual observation, failures and accidents were mentioned as the enablers of learning. Implications for pedagogy and future research are discussed.

Keywords: learning; know-how; skills; conceptions; children (age groups); preschool; preschool children (age group)

Free keywords: learning; perceptions; preschool; education; children

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2022

JUFO rating: 1