3 år og skoleklar?

Laurits Svarrer Pedersen, Camilla Skov, Kristina Loncar, Mie Nicoline Køster, Louise Ørum, Sidsel Lium, Sabina Louise Nesheim & Mette Yde Andersen

Studenteropgave: Semesterprojekt


Abstract This paper examines the effects of the implementation of the nursery curriculum in the danish day care sector. Specifically how it affects the pedagogy implemented in them. Furthermore the paper examines how free play and structured play functions under the increased pressure of society to prepare the children for school. Based on theory on the effects of free and structured play, the paper finds two distinct theoretic directions concerning how to best develop children of ages 3-6. The first one being, that free play is a very important part of a childs life, and that the focus on academic knowledge should be lessened. The other stating that structured play combined with learning and academic focus is the best way to prepare the children for further education. Through interviewing a pedagogue and observing some of the childrens play in the day care facility she works in, it is found that the nursery curriculum does not have a major impact on the daily work in that specific facility. The pedagogue likes the general idea of the nursery curriculum, but she believes that she already has the knowledge she needs to properly take care of the children. Furthermore it is also observed that structured play is the dominant form of play, mainly because of the way the pedagogues interrupt and control the children when they are playing. The paper then discusses the effects of the two different theoretic directions on child development, when implemented into the day care facilities. Furthermore the paper discusses what effects the general development in modern society has on the demands on the pedagogues. It is concluded that the general development in society there is an increased focus on the acquisition of academic skills, and a demand for control and measurable progress. It is also concluded that the effects of learning through free play and structured play are both an important part of a childs development. However free play seems to be marginalized in practice, most likely because the effects of free play are not as easily measured in academic qualities, which corresponds poorly with the demands of society. The paper finally concludes that the nursery curriculum does not play as large a role in the day care system as intended. It seems to be as much of a way of controlling the work of the pedagogues, as of a way to help them do their job. However it may be a bigger help in other daycare facilities in which the pedagogues are less certain of their abilities.

UddannelserBasis - Humanistisk Bacheloruddannelse, (Bachelor uddannelse) Basis
Udgivelsesdato27 maj 2014
VejledereMagnus Dahl


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