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The size of child groups in Swedish preschools – a burning issue

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The size of child groups in Swedish preschools – a burning issue

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  1. PROGRAM OF SWEDISH-RUSSIAN SEMINAR EARLY CHILDHOOD EDUCATION: ZONE OF PROXIMAL DEVELOPMENTThe complex issue of group size in Swedish preschoolPia Williams • Sonja Sheridan • Ingrid Pramling Samuelsson Financed by the Swedish Research Council 2012-2014Moscow25-29/5 2014Financed by the Swedish Research council 2012-2104

  2. The size of child groups in Swedish preschools – a burning issue

  3. A study about group size in preschool • Few studies that focus on the relationship between the youngest children and group size in preschool. • A need for a study that focuses on teachers’ views on various group sizes in preschool. • A need for a study that focuses on the affordances given to children depending on group size in relation to the preschool curriculum.

  4. Aim & research questions The aim is to investigate the impact of group size on the affordances offered to children in preschools in relation to the intentions instantiated in the Swedish preshool curriculum. Questions at issue: • How do teacher’s express views on group sizes in preschool? • What kind of affordances in relation to the preschool curriculum, are given to children depending on group size?

  5. Group size vary in Swedish preschools • According to the National Agency of Education (2011) there are approximately 29 200 preschool child groups in Sweden with their size varying depending on municipality. An increase with 222 groups from the previous year • 18 % of all groups have 20 children or more (2013) • The size of child groups in preschool is growing even for the youngest children, despite an enormous expansion in the number of preschools. Every third group have children in the age of 1-3 • Number of children in preschool increase: 2013 = 489 300 children attended preschool which is an increase with 7000 • (1 %) children compared to 2012 • 85 % of children in the age of 1-5 attend preschool in Sweden

  6. Previous research show • The preschool quality creates different conditions and opportunities for children’s learning, playing and wellbeing (Sylva, Melhuish, Sammons, Siraj-Blatchford, & Taggart 2010) • Children succeed better in school in smaller groups than larger ones (AsplundCarlsson, Pramling Samuelsson & Kärrby, 2001) • It is better with small groups and fewer teachers than large groups with many teachers (Coram, 2002; Renwick et al 1995 • Stress among teachers and children is related to large groups (OECD, 2010) • The competence of the teachers makes the differences. • No research shows the value of large groups for either children or teachers in preschool • Younger children and children with special needs have the greatest need to be in smaller groups

  7. Central quality aspects in preschool related to group size • The group size has effect on teachers’ work and children’s possibilities to learn (Starting Strong 111 – A quality toolbox for early childhood education and care). • Key aspects for the preschool quality are teachers competence to communicate and interact with children. • Shared sustainable thinking and communication requires a specific teacher competence. • Preschool teachers’ competence is decisive for conditions/affordances created for children in relation to communication, interaction, pedagogical awareness, intentions and content/subject knowledge.

  8. Theoretical framework in this study • The theoretical framework is based on interactionist perspectives. Individuals and environment influence and is influenced by each other in a continuous interaction and in a complex interplay (Ball, 2006; Bruner, 1996; Sommer, 2003). • Ecological system theory - Bronfenbrenner, 1979, 1986; Garbarino 1992 & Miller, Dalli & Urban, 2011). • Theories of children’s learning and development (Vygotskij, Sommer, 2010; Corsaro, 2005).

  9. Project description /Method • National survey (698 Swedish preschool teachers answered the survey) of preschool staff education, group sizes, teacher and child presence in preschool etc. • Sampling of 12 preschools: 6 with small groups and 6 with large groups. Both sample-groups will include toddler groups, sibling groups and children 3-4 years of age. • Interviews with the teachers as well as video observations of activities, communication and interaction between teachers and children in preschool.

  10. Example of questions asked in survey and interviews • What is the ideal group size and why? • What possibilities/options can occur for children/teachers in a large/small child group? • When does a child group becomes too large or too small? • What problems/hindrances can occur for children/teachers in a large/small child group? • What does teachers/children do/learn in a large compared to a small child group? • Are the children divided into smaller groups during the day – if so how and why? • How do you work with the 4 goal areas in the Swedish preschool curriculum (language, mathematic, technology and science)?

  11. Preliminary results • Teacher’s perspective on the ideal number of children in the group • Teacher’s perspective on a large / small child group • Preschool curriculum and working methods • Impressions from observations

  12. Teacher’s perspective on the ideal number of children in the group To provide an optimal learning context it is preferable to have: • A balance between gender, ages, ethnicity and social background – diversity enriches. • Fewer children in the group are described to provide more space for: • Interaction with the individual child • Children's participation and influence • Opportunities for excursions • Time to documentation • The preschool environment should be adapted to the child group size and composition of the group

  13. Teacher’s perspective on a large child group • The composition of the child group - number of small children - number of children in need of special support - children visiting times • Staff ratio • Design of the environment • The size and design of the preschool is not always customized to the child group • Too small space contributes to increased noise levels and increased conflicts • few spaces for peace and quiet and concentrated, uninterrupted play • Time constraints - Affect children's opportunities to be seen and responded to • Less time to work within the intentions of the curriculum • Less time for planning activities and content in preschool

  14. Teacher’s perspective on a small child group • The group should not be less than a certain number of children • A small child group contribute to group dynamics reduces • Opportunities to find peers decreases • Teacher’s experience that children are seen and heard and get the care and attention that every child has right to. • Children have easier to concentrate on their tasks and games. • Easier for teachers to individualize - every child can be recognised, talked with, follow up their ideas, given body-contact and be part of ongoing play. • Time that the preschool teachers experience is lacking in the large group and is created in the small group, is described to be used to practical tasks such as planning activities or that the preschool teachers interact more with each other than with the children • Activities are deselected even in groups with few children. Aspects projected are: too few children and preschool teachers' motivation.

  15. Preschool curriculum and working methods • The number of children are important - or not important for curriculum work • Large child groups require a different approach • Time for planned activities and content • To deselect planned activities and content or not • Children's interest in focus

  16. Impressions from observations • Grouping children is largely driven by the children’s age. • The importance of space: The small group may be too large in a small space. • Lack of space is a source of conflict in children's play. •   Preschool teachers express: The child group becomes too large when we don’t have time to see the individual child, to have time for every child - if it is not possible, the group is too large. • Child group size is situated – it depends on the activity, the composition of children, the comptence of the preschool teacher and the content of activities.

  17. Important aspects for children’s opportunities to learn and develop in preschool • The size and composition of the child group. • Minimum number of children in a group does not always guarantee highest quality. • Preschool teacher's education and competence. • Preschool teacher's ability to relate to children in communication and interaction and together create a sustainable collaborative learning context. • Staff ratio. • The size and design of the preschool room • Large groups of children can be well-organized and preschool teacher’s can handle the group size they have but - they want fewer children in the group.

  18. Conclusions • No research shows the value of large groups, either for children or teacher’s. • Increased curriculum requirements can create stress for preschool teachers. • Half of the children in the Swedish preschool is 1-3 years. Implications for activities, content and preschool teacher’s competence? • An unequal preschool: the quality in the different preschools creates different conditions and opportunities for children to play, learn and develop.

  19. Wehope that this research will… • Generate new knowledge on teachers’ views on group sizes in preschool and the affordances given to children in relation to curriculum goals depending on the size of their group. • Gain knowledge of the vital conditions for children’s learning in preschool. • Have impact on future political decisions about structural aspects, environmental aspects, teachers’ working conditions, and conditions for children’s learning and development in preschool.

  20. Referenser • Williams, P. & Sheridan, S. & PramlingSamuelsson, I. The impactofgroupsize on children’saffordances in preschool (manuscript). • Pramling Samuelsson, I., Sheridan, S., Williams, P., Nasiopoulou, P. (2014). Stora barngrupper i förskolan – ett medieperspektiv. J. Balldin, J. Dahlbeck, A. Harju & P. Lilja (red). I Om förskolan och de yngre barnen – historiska och nutida nedslag. Lund: Studentlitteratur. • Sheridan, S., Williams, P., & Pramling Samuelsson, I. (manuscript). Group size and organisationalconditions for children’slearning in preschool: A teacherperspective. • Pramling Samuelsson, I., Williams, P., Sheridan, S. & Hellman, A. (manuscript). Swedish preschoolteacher’sideasof the ideal preschoolgroup. • Pramling Samuelsson, I., Williams, P. & Sheridan, S. (manuscript). Att arbeta utifrån läroplanens intentioner i relation till gruppstorlek.

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