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Vinsamlegast notið þetta auðkenni þegar þið vitnið til verksins eða tengið í það: http://hdl.handle.net/1946/17499

Titill: 
  • Leikskólabyrjun og lengd dvalartíma : sjónarmið leikskólakennara og leiðbeinenda
Útgáfa: 
  • Desember 2013
Útdráttur: 
  • Markmið rannsóknarinnar sem sagt er frá í greininni er að varpa ljósi á viðhorf leikskólakennara og leiðbeinenda til þess á hvaða aldri sé best fyrir börn að byrja í leikskóla og hversu marga tíma sé æskilegt að þau dvelji þar dag hvern. Greinin byggir á tveimur spurningum af 30 sem lagðar voru fyrir í könnun sem send var til allra leikskóla landsins veturinn 2011–2012. Notaður var listi, þýddur og staðfærður, sem áður hafði verið lagður fyrir kennara og leiðbeinendur í norskum leikskólum. Rannsóknin er samvinnuverkefni Menntavísindasviðs Háskóla Íslands (RannUng), Háskólans í Volda og Háskólans í Ósló.
    Fram kemur í svörum við spurningunum tveimur að lítill munur er á viðhorfum íslenskra leikskólakennara og leiðbeinenda til leikskólabyrjunar og lengdar dvalartíma barna. Þegar niðurstöður eru bornar saman við hvernig staðan er í raun sést annars vegar að samræmi er á milli viðhorfs starfsfólks til þess hvenær best sé fyrir börn að hefja leikskólagöngu og hvenær þau hefja hana í raun en hins vegar dvelja eins og tveggja ára börn mun lengur daglega í leikskólum en starfsfólkið telur æskilegt.
    Niðurstöðurnar eru meðal annars ræddar í ljósi af erlendum rannsóknum á langtímaáhrifum leikskóladvalar á þroska og nám barna og niðurstöðum í svörum við sömu spurningum í norsku spurningakönnuninni

  • Útdráttur er á ensku

    In Iceland, 83 percent of children from one to five years of age attend preschools, and the percentage has never been higher. Further, the number of hours each day that children stay at preschool has been gradually rising (Statistics Iceland, 2013). This reality has activated a discussion, not least within preschools, in which the focus has been on the children’s well-being, both because of the long days they spend there as well as the large number of children in preschool age divisions or groups. The aim of this study is to examine and compare the views of preschool teachers and preschool assistants about the age at which children should start their pre-school education and how long they should stay there each day. The study is part of a collaborative project with the University of Iceland, the University of Volda, and the University of Oslo, with both Icelandic and Norwegian preschool teachers and assistants participating in the survey. Data were gathered through a questionnaire sent to all preschools in Iceland during the 2011–2012 school year. Two questionnaires were used, one for the preschool teachers and another for the assistants. Staff members without preschool teacher education were categorized as assistants. The questionnaires, which were translated from Norwegian, had the same questions, aside from those relat-ing to background information. The article is based on two out of 30 questions in the questionnaire. The answers of the preschool teachers and those of the assistants were compared. The findings indicate that preschool teachers and assistants have similar views about when children should begin to attend preschool. About 30 percent thought that children should be one year old when they start preschool. When compared to the findings of the Norwegian study, 53 percent of Norwegian preschool teachers and assistants thought that children should start preschool at one year old. Most of the Icelandic and Norwegian participants thought that children should have started preschool by the age of two years. About 77 percent of Icelandic preschool teachers and 84 percent of assistants thought that children up to three years old should stay 4 to 6 hours or less in preschool. There the difference between teachers and assistants was statistically significant, although it was small. Similarly, 23 percent of preschool teachers and 16 percent of assistants thought that the children should stay 6 to 8 hours or longer. When compared to the findings of the Norwegian study, the percentage of those who thought that children should stay 4 to 6 hours or less was higher, or 52 percent, and the percentage of those who thought the children should stay 6 to 8 hours was lower, or 42 percent. When focusing on the Icelandic participants, it is obvious that there is consistency between the opinions of the preschool teachers and those of the assistants. When comparing the answers to the reality, it can be seen that there is consistency in the views regarding the age to start preschool, but the number of hours children spend a day in preschools is much longer than preschool staff consider desirable. According to Løvgren and Gulbrandsen (2012), the preschool staff in the Nor-wegian study were apparently more skeptical of the present supply of day cares than were the parents who use these services. The findings of the study are discussed further in light of research findings on the longterm effects of staying at preschool and the quality of preschools on children’s development and education.

Birtist í: 
  • Netla
ISSN: 
  • 1670-0244
Samþykkt: 
  • 1.4.2014
URI: 
  • http://hdl.handle.net/1946/17499


Skrár
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