Learning to Learn

1. Front Matter

   Pages i-ix

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2. Introduction

   1. Introduction

      • Ingrid Pramling

      Pages 1-4

3. Background

   1. Front Matter

      Pages 5-5

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   2. General Theoretical Starting-Points

      • Ingrid Pramling

      Pages 7-20

4. Methods and Implementation

   1. Front Matter

      Pages 21-21

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   2. Methodological Approach

      • Ingrid Pramling

      Pages 23-52

5. Results

   1. Front Matter

      Pages 53-53

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   2. Children’s Conceptions of Learning in Preschool

      • Ingrid Pramling

      Pages 55-62

   3. The Story about the Red Apple

      • Ingrid Pramling

      Pages 63-72

   4. The Story: The Other Side of the River

      • Ingrid Pramling

      Pages 73-83

   5. Children’s Understanding of an Ecological Cycle

      • Ingrid Pramling

      Pages 84-93

6. Discussion

   1. Front Matter

      Pages 95-95

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   2. Summary and Conclusions

      • Ingrid Pramling

      Pages 97-111

7. Back Matter

   Pages 112-121

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For eight years, since I began my research, my main concern has been to understand children and their world. The first step towards understanding how children think was taken in connection with my thesis, which I presented five years ago.This was a description of how children in the age group three to eight years conceive their own learning. The thesis was published in the same series as the present monograph and is entitled "The child's conception of learning". The main emphasis in this study was on developmental psychology. As I have worked as a preschool teacher myself, I am extremely anxious that my research will be of benefit to my former colleagues. I have therefore devoted a great deal of time to writing and collaborating in numerous books of popular science. These have always been based on my own research. Now, however, the time is ripe for taking a new step, based on new research, towards understanding children and helping others to understand them., this time by publishing "Learning to learn", which is a description of how children have actually been taught to learn in preschool. In this type of study it is not a question of first obtaining results of the nature of basic research and then applying them in the educational setting, but both aspects are integrated in that the starting-point is the phenomena that are of importance to children in their everyday life.

• Erziehung
• Lernen
• Metakognition
• Schule
• Vorschulerziehung
• childhood education
• cognition
• education
• learning

• Institutionen för Pädagogik, Göteborgs Universitet, Mölndal, Sweden

  Ingrid Pramling

Policies and ethics