Upplifun barna af leikskóladvöl „Stundum er maður lengi í leikskólanum, en ekki alltaf“

Klukkan mótar skipulag á leikskólum en upplifun barna á tíma er ekki sú sama og fullorðinna. Markmið rannsóknarinnar sem sagt er frá í greininni var að leita eftir upplifun barna á dvalartíma sínum í leikskóla og varpa ljósi á hvaða þættir hafa áhrif þar á í þeim tilgangi að koma betur til móts við...

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Bibliographic Details
Published in:Netla
Main Authors: Hreinsdóttir, Anna Magnea, Dýrfjörð, Kristín
Other Authors: Deild kennslu- og menntunarfræði, Háskólinn á Akureyri
Format: Article in Journal/Newspaper
Language:Icelandic
Published: 2021
Subjects:
Online Access:https://hdl.handle.net/20.500.11815/3337
https://doi.org/10.24270/netla.2021.12
Description
Summary:Klukkan mótar skipulag á leikskólum en upplifun barna á tíma er ekki sú sama og fullorðinna. Markmið rannsóknarinnar sem sagt er frá í greininni var að leita eftir upplifun barna á dvalartíma sínum í leikskóla og varpa ljósi á hvaða þættir hafa áhrif þar á í þeim tilgangi að koma betur til móts við sjónarmið þeirra. Niðurstöður sýna að börnin þekkja ekki annað en að dvelja á leikskóla megnið af vökutíma sínum. Fram kom að vinátta barna er þeim mikilvæg og að þau fáist fjölbreytt viðfangsefni í leikskólanum sem þau fá að stýra sjálf. Gefa þarf tímaskyni barna gaum við skipulag leikskóla. The aim of this research was to give preschool children the opportunity to express their views on their daily life within the preschool and their experience of length of stay for the purpose of shedding light on what affects their well-being in preschool. The study took place in six preschools in the capital area in Iceland. It describes the views of the children participating in the research. The theoretical background of the research relates to children’s perception of time in the light of theories and research. Time is a series of activities that take place in our lives and can pass quickly or slowly, depending on our perception of it. This is especially true for children of preschool age who often do not know how to measure time by the clock, but rather by what they are doing. Time is an important factor in preschool activities, and a key element in any curriculum is the schedule or timetable. The preschool day is divided into events and activities such as mealtime, rest time and play time. These regular activities map out what happens during the day and must be based on children’s perceptions of time with an emphasis on their rhythm, wellbeing, and learning. It is also important to consider what gives meaning to children in their daily lives, how they understand, interpret, and give meaning to the events of the day, subjects, and communication. The effects that time can have on the school’s work are discussed, as well as ...