Bergman, Lotta [red.]

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Educare. 2014:2, Childhood, learning and didactics

THE ARTICLES IN this volume are all related to the National Research Schoolsof Childhood, Learning and Didactics (RSCLD). The research schools are anexpression of a government interest both to strengthen education and researchin early years—especially in areas like language, values, science andmathematics—and to involve preschool teachers and teachers in researchdevelopment. The role of research in developing ECEC and school policieshas also increased. Different research programs and school research institutesare funded with the aim of contributing to policy making, researchbasedrecommendations and better practices.The Research Schools of Childhood, Learning and Didactics focus on thedevelopment of knowledge in relation to preschool and school in the earlyyears. They draw on the institutional cooperation between five universities/university colleges in Sweden: Gothenburg, Linköping, Karlstad, Kristianstadand Malmö University (host university). The contributingresearchers represent subjects such as pedagogy, subject theory and didactics,and present a thematic, multi-disciplinary approach to ‘Childhood,Learning and Didactics’. RSCLD is anchored in the respective teacher educationsat the five contributing institutions. To date, we have administratedthree different research schools for preschool teachers and teachers with thisfocus.An important and emphasised part of the program is to problematise anddevelop subject-specific didactics as a field of research, beyond the prevalentfocus on older children. Questions to do with children’s learning, didacticchoices and educational positions need to be problematised and re-examinedat a time with many societal changes.New formations of childhood and learning in transgression force us tomeet demands for new and viable knowledge. In this context, subject knowledgeand didactics are scrutinised as educational practices in preschool andschool for early years. The research schools pay special attention to thechild’s perspective, to democracy and to children’s early mathematical andlinguistic development related to multimodal media, subject theory and teaching practice. The research schools are also examining how the fields ofnatural science and sustainable development, as well as value education, arerealised in preschool and in the early years of school.Early Childhood Education and Care has never been in focus as much asin recent years. In OECD- EU- and national governing documents andagreements, one repeatedly finds expressions like ‘Start Early - StartingStrong - Readiness for School’. To draw quotations from some influentialdocuments and researchers, ‘Improving pre-primary provision and wideningaccess to it are potentially the most important contributions that school systemscan make to improving opportunities’ (OECD Starting Strong 11), and‘Early skills breed later skills because early learning begets later learning. …Investment in the young is warranted’ (Heckman & Masterov, 2007).

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