Childrenâs learning: observing everyday practices in a preschool setting

AbstractThis qualitative study examines in depth how young children’s learning takes place in an early childhood classroom and more specifically how curriculum is constructed for young children. The purpose of this study was to examine young children’s learning within an early childhood educational setting to better understand the everyday interactions and decisions that occur. The study took place in a non-profit and provincially funded day care centre, also known as a Centre de la Petite Enfance (CPE), in an urban setting in Montreal, Quebec. The overarching research question addresses how learning takes place in an early childhood classroom: How does early childhood learning take place in a pre-school classroom in the greater Montreal area? More specifically: What everyday approaches does the early childhood teacher use for early childhood learning? What role does the early childhood teacher play in children’s learning? What role do the children play in their learning?How does the context support children’s learning (if it does)? This study, which allowed for extensive on-site observations and which focused on phenomena that occurred in a natural setting, uncovered and identified the multiple ways in which an educator can support children’s learning and the ways in which children are engaged in their learning. The research was authentic and conducted within an environment familiar to both the children and educator. Data consisted of field notes, interviews, memos, documentation, photographs and digital recordings. The process of analysis and interpretation used a constructivist lens, and recognized the complexities involved in an educator supporting children’s learning. The examination of themes showed a classroom where the children’s interests and learning were consistently valued, supported, and facilitated. The data revealed how the numerous strategies, organization of the environment, longevity of topics and scaffolding, promoted and stimulated children’s learning. The study indicated that the educator, the environment and the children play a crucial role in their learning. It was the interconnectedness between the everyday practices together that supported children’s learning. This study suggests how an educator’s awareness of everyday learning of children in a specific group frames the curriculum choices and provides a base for shared meaning making. Focusing on accounts of everyday practices can help identify depth and relationships within practices that might not have previously been recognized. This study supports the idea that students in educational teaching programs should be educated to recognize children’s everyday learning and how to use it as a base for building and extending children’s knowledge through curriculum choices to develop experiences that make it possible for children to demonstrate (apply) everyday learning.

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