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Småbarnsskolan: vad hände och varför?: en sekellång historia studerad med fokus på förändring av pedagogisk verksamhet från 1833 och framåt

Ekstrand, Britten LU (2000)
Abstract (Swedish)
Popular Abstract in Swedish

Småbarnsskolan. Vad hände och varför? En sekellång historia studerad med fokus på förändring av pedagogisk verksamhet från 1833 och framåt.



I denna bok tecknas en bild av småbarnsskolan som pedagogisk företeelse i Sverige. Den första småbarnsskolan inrättades 1833 och i kölvattnet följde ett trettiotal. Flera småbarnsskolor överlevde sekelskiftet och behöll sina beteckningar långt in på 1900-talet. Småbarnsskolorna inrättades av kulturellt, ekonomiskt och socialt starka grupper i samhället. Det skedde främst i syfte att fostra arbetarklassens små barn, hejda den tilltagande oron i samhället och stabilisera samhällets strukturella ordning. Följer man småbarnsskolorna över tid... (More)
Popular Abstract in Swedish

Småbarnsskolan. Vad hände och varför? En sekellång historia studerad med fokus på förändring av pedagogisk verksamhet från 1833 och framåt.



I denna bok tecknas en bild av småbarnsskolan som pedagogisk företeelse i Sverige. Den första småbarnsskolan inrättades 1833 och i kölvattnet följde ett trettiotal. Flera småbarnsskolor överlevde sekelskiftet och behöll sina beteckningar långt in på 1900-talet. Småbarnsskolorna inrättades av kulturellt, ekonomiskt och socialt starka grupper i samhället. Det skedde främst i syfte att fostra arbetarklassens små barn, hejda den tilltagande oron i samhället och stabilisera samhällets strukturella ordning. Följer man småbarnsskolorna över tid knyter panoramat de första decennierna an till den då framväxande folkskolans historia. Småbarnsskolorna utvecklades, intentionerna till trots, mot att bli ersättningsskolor för den dåligt utbyggda folkundervisningen. Följaktligen ökade tillströmningen av skolmogna, äldre barn och examinerad lärarinnekraft anställdes. Mot slutet av 1800-talet ifrågasattes småbarnsskolans skolverksamhet i takt med att folkskolan växte sig stark. Där inte småbarnsskolorna införlivades med det offentliga skolsystemet eller avvecklades, riktades verksamheten åter mot de små barnen. Barnkrubban stod modell, men i småbarnsskolan skulle heltidsomsorg och fattighjälp komma att kombineras med ett fröbelpedagogiskt arbete. Det är i småbarnsskolan man finner pionjärerna på det fröbelpedagogiska området i Sverige. Hur ska de två utkristalliserade skeendena förstås? Mål och syfte överskreds. Skeendena tycks mer styrda av omständigheter och yttre händelser än av genomtänkta idéer. I avhandlingen beskrivs småbarnsskolans utformning och förändring, och grunden för skeendena diskuteras. (Less)
Abstract
Some fields in the research about the history of childcare in the nineteenth century in Sweden is lacking. In popular textbooks infant schools (småbarnsskolor) are thought of and described as a pedagogical and social activity, while a later phenomenon, the nursery schools, seemed to lack all pedagogical insight, care-taking was exclusively at hand. I have questioned this dichotomy. What happened to the infant schools when nursery schools appeared? My intention has been to focus on pedagogical change in infant schools. I had to start with a description of infant schools in Sweden, answering the questions when, where, how and why infant schools appeared and how they developed. Traces from infant schools in ten cities have been thoroughly... (More)
Some fields in the research about the history of childcare in the nineteenth century in Sweden is lacking. In popular textbooks infant schools (småbarnsskolor) are thought of and described as a pedagogical and social activity, while a later phenomenon, the nursery schools, seemed to lack all pedagogical insight, care-taking was exclusively at hand. I have questioned this dichotomy. What happened to the infant schools when nursery schools appeared? My intention has been to focus on pedagogical change in infant schools. I had to start with a description of infant schools in Sweden, answering the questions when, where, how and why infant schools appeared and how they developed. Traces from infant schools in ten cities have been thoroughly examined and followed over the years. About thirty infant schools have existed. All of these are referred to, which have been possible thanks to anniversary publications and scientific documents in a mix. Focusing on pedagogical change and development, and inspired by the frame factor theory, I have analyzed organizational and economical factors, factors concerning the teachers, the children and the schoolwork. Factors concerning the management, the school control and the administration show an astonishingly rigid form over more than a century. The age of the children however, as well as qualifications and titles of the teachers change according to the pedagogical change. Two very clear phases in the history of infant schools can be distinguished. In the early years the infant schools in Sweden worked as primary schools. Moving on to the late 19th century, there was an institutional change in those infant schools, which had not been part of the national school system. The institutions were organized as nursery schools in which the pioneers of Froebelian work in Sweden appear. They continued to direct their work towards children from the lower classes. The results are discussed in a social, economic, political and ideological context. Above all the close relationship to three fields is recognized. These are the national school system at the time, the growing acknowledgement of psychology with the changing view of the child and the education of women. The domains are reflected about in relation to the course of events in infant schools in Sweden. In an attempt to understand the material some terms belonging to Pierre Bourdieus epistemological theory are used in the discussion. (Less)
Please use this url to cite or link to this publication:
author
opponent
  • Prof. Ödman, Per Johan
organization
alternative title
Course of events in the Swedish equivalent of infant schools
publishing date
type
Thesis
publication status
published
subject
keywords
educational history, Infant schools, school history, transition, long term educational change, frame factor theory, pioneers of Froebelian work., nursery schools, Comparative and historical pedagogy, Jämförande och historisk pedagogik
pages
294 pages
publisher
Britten Ekstrand, Högskolan Kristianstad, S-291 88 Kristianstad
defense location
N/A
defense date
2000-11-03 10:15
external identifiers
  • Other:ISRN: LUSADG/SAPE-00/1044--SE
ISBN
91-628-2983-1
language
Swedish
LU publication?
yes
id
7920a73a-2a29-445f-b1e9-d9190ad93c45 (old id 19567)
date added to LUP
2007-05-25 10:28:44
date last changed
2016-09-19 08:45:13
@misc{7920a73a-2a29-445f-b1e9-d9190ad93c45,
  abstract     = {Some fields in the research about the history of childcare in the nineteenth century in Sweden is lacking. In popular textbooks infant schools (småbarnsskolor) are thought of and described as a pedagogical and social activity, while a later phenomenon, the nursery schools, seemed to lack all pedagogical insight, care-taking was exclusively at hand. I have questioned this dichotomy. What happened to the infant schools when nursery schools appeared? My intention has been to focus on pedagogical change in infant schools. I had to start with a description of infant schools in Sweden, answering the questions when, where, how and why infant schools appeared and how they developed. Traces from infant schools in ten cities have been thoroughly examined and followed over the years. About thirty infant schools have existed. All of these are referred to, which have been possible thanks to anniversary publications and scientific documents in a mix. Focusing on pedagogical change and development, and inspired by the frame factor theory, I have analyzed organizational and economical factors, factors concerning the teachers, the children and the schoolwork. Factors concerning the management, the school control and the administration show an astonishingly rigid form over more than a century. The age of the children however, as well as qualifications and titles of the teachers change according to the pedagogical change. Two very clear phases in the history of infant schools can be distinguished. In the early years the infant schools in Sweden worked as primary schools. Moving on to the late 19th century, there was an institutional change in those infant schools, which had not been part of the national school system. The institutions were organized as nursery schools in which the pioneers of Froebelian work in Sweden appear. They continued to direct their work towards children from the lower classes. The results are discussed in a social, economic, political and ideological context. Above all the close relationship to three fields is recognized. These are the national school system at the time, the growing acknowledgement of psychology with the changing view of the child and the education of women. The domains are reflected about in relation to the course of events in infant schools in Sweden. In an attempt to understand the material some terms belonging to Pierre Bourdieus epistemological theory are used in the discussion.},
  author       = {Ekstrand, Britten},
  isbn         = {91-628-2983-1},
  keyword      = {educational history,Infant schools,school history,transition,long term educational change,frame factor theory,pioneers of Froebelian work.,nursery schools,Comparative and historical pedagogy,Jämförande och historisk pedagogik},
  language     = {swe},
  pages        = {294},
  publisher    = {ARRAY(0xa925a98)},
  title        = {Småbarnsskolan: vad hände och varför?: en sekellång historia studerad med fokus på förändring av pedagogisk verksamhet från 1833 och framåt},
  year         = {2000},
}