Original Research

Initiating the learning processes at the preschool and lower primary level: Challenges and possibilities

Christine Streit, Christine K. David, Elke Hildebrandt
South African Journal of Childhood Education | Vol 5, No 3 | a358 | DOI: https://doi.org/10.4102/sajce.v5i3.358 | © 2016 Christine Streit, Christine K. David, Elke Hildebrandt | This work is licensed under CC Attribution 4.0
Submitted: 16 September 2015 | Published: 06 February 2016

About the author(s)

Christine Streit, Department of Education, University of Applied Sciences and Arts Northwestern Switzerland, Switzerland
Christine K. David, Department of Education, University of Applied Sciences and Arts Northwestern Switzerland, Switzerland
Elke Hildebrandt, Department of Education, University of Applied Sciences and Arts Northwestern Switzerland, Switzerland


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Abstract

The intended convergence of preschool and school education in accordance with educational policy is challenging. Firstly, one must become aware of the different institutional cultures, and secondly, one needs to be aware of existing similarities and develop common didactic ideas. This article presents a model, based on the situation in German-speaking countries. The model – as a basis for discussion – describes specific features of teaching at this level and at the same time provides a framework for the teachers’ activities. The aim is to make appropriate didactic decisions in an environment alternating between free and instructed activities for children as well as between specific and interdisciplinary orientation. The model and its potential will be discussed on the basis of a practical example.

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