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Sweden:Teaching and Learning in the Pre-Primary Class

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Sweden:Early Childhood and School Education Funding

Sweden:Higher Education Funding

Sweden:Adult Education and Training Funding

Sweden:Early Childhood Education and Care

Sweden:Organisation of Programmes for Pre-Primary Education

Sweden:Teaching and Learning in Programmes for Pre-Primary Education

Sweden:Assessment in Programmes for Pre-Primary Education

Sweden:Organisation of the Pre-Primary Class

Sweden:Teaching and Learning in the Pre-Primary Class

Sweden:Assessment in the Pre-Primary Class

Sweden:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Sweden:Single Structure Education (Integrated Primary and Lower Secondary Education)

Sweden:Organisation of Single Structure Education

Sweden:Teaching and Learning in Single Structure Education

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Sweden:Upper Secondary and Post-Secondary Non-Tertiary Education

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Sweden:Teaching and Learning in Upper General and Vocational Secondary Education

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Sweden:Teaching and Learning in Post-Secondary Non-Tertiary Education

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Sweden:Main Providers

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Sweden:Validation of Non-formal and Informal Learning

Sweden:Teachers and Education Staff

Sweden:Initial Education for Teachers Working in Early Childhood and School Education

Sweden:Conditions of Service for Teachers Working in Early Childhood and School Education

Sweden:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Sweden:Initial Education for Academic Staff in Higher Education

Sweden:Conditions of Service for Academic Staff Working in Higher Education

Sweden:Continuing Professional Development for Academic Staff Working in Higher Education

Sweden:Initial Education for Teachers and Trainers Working in Adult Education and Training

Sweden:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Sweden:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Sweden:Management and Other Education Staff

Sweden:Management Staff for Early Childhood and School Education

Sweden:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Sweden:Education Staff Responsible for Guidance in Early Childhood and School Education

Sweden:Other Education Staff or Staff Working with Schools

Sweden:Management Staff for Higher Education

Sweden:Other Education Staff or Staff Working in Higher Education

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Sweden:Other Education Staff or Staff Working in Adult Education and Training

Sweden:Quality Assurance

Sweden:Quality Assurance in Early Childhood and School Education

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Sweden:Educational Support and Guidance

Sweden:Special Education Needs Provision within Mainstream Education

Sweden:Separate Special Education Needs Provision in Early Childhood and School Education

Sweden:Support Measures for Learners in Early Childhood and School Education

Sweden:Guidance and Counselling in Early Childhood and School Education

Sweden:Support Measures for Learners in Higher Education

Sweden:Guidance and Counselling in Higher Education

Sweden:Support Measures for Learners in Adult Education and Training

Sweden:Guidance and Counselling in a Lifelong Learning Approach

Sweden:Mobility and Internationalisation

Sweden:Mobility in Early Childhood and School Education

Sweden:Mobility in Higher Education

Sweden:Mobility in Adult Education and Training

Sweden:Other Dimensions of Internationalisation in Early Childhood and School Education

Sweden:Other Dimensions of Internationalisation in Higher Education

Sweden:Other Dimensions of Internationalisation in Adult Education and Training

Sweden:Bilateral Agreements and Worldwide Cooperation

Sweden:Ongoing Reforms and Policy Developments

Sweden:National Reforms in Early Childhood Education and Care

Sweden:National Reforms in School Education

Sweden:National Reforms in Vocational Education and Training and Adult Learning

Sweden:National Reforms in Higher Education

Sweden:National Reforms related to Transversal Skills and Employability

Sweden:European Perspective

Sweden:Legislation

Sweden:Institutions

Sweden:Glossary

Steering Documents and Types of Activities

The preschool class (förskoleklass) should function as a transitional arrangement between the preschool and the compulsory school. The preschool class should combine the methods and working approaches of both the preschool and the school. The aim of the preschool class is that it should stimulate the development of learning of each pupil, and prepare pupils for future education as well as promote their harmonious development. Play and creativity are essential components. The education should be based on an overall view of pupils and their needs.

The preschool class (förskoleklass) combines the pedagogical methods of the preschool (förskolan) with those of compulsory school (grundskolan). An important objective is that the preschool class, compulsory school and leisure-time centre (fritidshem) are to be closely linked. The activities are to be stimulated by the meeting of different pedagogical traditions. The preschool class shares curriculum with the compulsory school and the leisure time centre, the Curriculum for the compulsory school, preschool class and the leisure-time centre 2011 (Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011).

The curriculum for the compulsory school, preschool class and the leisure-time centre sets out general principles and goals of two kinds: a) goals to aim for and b) goals to be attained. The goals to aim for state the direction of the school's work and thus the desired quality development. The goals to be attained are an expression of the minimum pupil attainment required when leaving school. It is the responsibility of the school and the school organisers to ensure that pupils are given the necessary opportunities to attain these goals. There is no syllabus or timetable for the preschool class. It is mandatory for municipalities to provide preschool classes and for all six year olds to be offered a place for a minimum of 525 hours. Participation is voluntary for the children.

Teaching Methods and Materials

Creative activities and play are essential components of active learning. By providing a wealth of opportunities for discussion, reading and writing, all pupils should be able to develop their ability to communicate and thus enhance confidence in their own language abilities. Pupils should have the opportunity of experiencing the expression of their knowledge in different ways. Drama, movement, dance, music and creativity in art, writing and design should all form part of the school’s activity. A sense of exploration, curiosity and desire to learn should provide a foundation for education.

The municipalities distribute resources and organise education and goals and guidelines for the preschool class are set out in the curriculum. On these basis the headteacher and the teachers in individual preschools and leisure-time centres can then choose methods suited to their activities and local conditions. Teachers should endeavour to balance and integrate knowledge in its various forms. The headteacher has overall responsibility for drawing up a local work plan as well as following up and evaluating the results achieved by the school in relation to the national goals, the goals set out in the curriculum as well as the local work plan. A few preschool classes follow alternative pedagogical methods, e.g. Montessori, Waldorf etc.

Pupils have access to teaching material such as books free of charge. Schools have their own budget for teaching materials. Headteachers and teachers choose which teaching materials to use.