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ERIC Number: EJ1052661
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-1350-293X
Interacting with the Child in Preschool: A Crossroad in Early Childhood Education
Lindahl, Ingrid
European Early Childhood Education Research Journal, v23 n1 p55-68 2015
How can preschool teachers approach multiplicity and complexity in the preschool? The aim of this article is to discuss two approaches to education, one based on design and the other on open reflection, and to propose "situational sensitivity" as a concept connected within the latter approach. Special attention is paid to the ethical encounter with the child. The first approach is characterised by learning study, didactic analysis, advocate planning, and educational designs, and is guided by a logic which reduces multiplicity. The second approach to education, exemplified here in the "Wondering Together" project, stresses a more open, reflective attitude that welcomes multiplicity. I argue that situational sensitivity is an expression of that open, welcoming logic. Situational sensitivity supports the concept of "bildung," the development of the whole person, by educating towards the knowledge necessary for understanding the world and by honouring the child's experience and perspective.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A