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Individuella utvecklingsplaner för yngre barn i Sverige; Ett kritiskt ämnesdidaktiskt perspektiv

Author(s): Ann-Christine Vallberg Roth | Annika Månsson

Journal: Nordisk Barnehageforskning
ISSN 1890-9167

Volume: 1;
Issue: 1;
Date: 2008;
Original page

Individual development plans for younger children from a critical subject didactics perspective. The pa-  per aims to describe and problematize the content of individual development plans (IDP) for preschool and pre-  school class (age six) pupils from a critical subject didactics perspective. The didactical ‘what question’ pertaining  to content (the object of learning) is central to the analysis. Subject refers to the construction of content and not  only in the narrow sense of academic subject, but also thematically and pragmatically connected across subject  lines to the content of child care, upbringing and children’s possible questions. Critical didactics are applied to  shed light on the relationships between the actors (children and teacher) and their co-determination and agency.  The critical approach also encompasses study of the content in relation to the power dimensions of place, age,  gender and ethnicity. IDP material was collected in October 2006 in four municipalities in southern Sweden,  three urban and one rural. Both relatively ethnically homogeneous and heterogeneous districts were included in  the three urban municipalities. The material comprised 82 randomly selected plans. The analysis can be summed  up in three distinguishing main tracks or normalities: Academic subject-regulated normal children – in a relatively  homogeneous urban district; Socially and monolingually regulated multicultural children – in a relatively hetero-  geneous urban district; Primarily needs-regulated monocultural children – in a rural municipality
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