Description:
<p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 10.0px Times;">Individual development plans for younger children from a critical subject didactics perspective. The pa-<span style="font: 12.0px Helvetica;"> </span></p> <p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 10.0px Times;">per aims to describe and problematize the content of individual development plans (IDP) for preschool and pre-<span style="font: 12.0px Helvetica;"> </span></p> <p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 10.0px Times;">school class (age six) pupils from a critical subject didactics perspective. The didactical ‘what question’ pertaining<span style="font: 12.0px Helvetica;"> </span></p> <p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 10.0px Times;">to content (the object of learning) is central to the analysis. Subject refers to the construction of content and not<span style="font: 12.0px Helvetica;"> </span></p> <p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 10.0px Times;">only in the narrow sense of academic subject, but also thematically and pragmatically connected across subject<span style="font: 12.0px Helvetica;"> </span></p> <p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 10.0px Times;">lines to the content of child care, upbringing and children’s possible questions. Critical didactics are applied to<span style="font: 12.0px Helvetica;"> </span></p> <p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 10.0px Times;">shed light on the relationships between the actors (children and teacher) and their co-determination and agency.<span style="font: 12.0px Helvetica;"> </span></p> <p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 10.0px Times;">The critical approach also encompasses study of the content in relation to the power dimensions of place, age,<span style="font: 12.0px Helvetica;"> </span></p> <p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 10.0px Times;">gender and ethnicity. IDP material was collected in October 2006 in four municipalities in southern Sweden,<span style="font: 12.0px Helvetica;"> </span></p> <p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 10.0px Times;">three urban and one rural. Both relatively ethnically homogeneous and heterogeneous districts were included in<span style="font: 12.0px Helvetica;"> </span></p> <p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 10.0px Times;">the three urban municipalities. The material comprised 82 randomly selected plans. The analysis can be summed<span style="font: 12.0px Helvetica;"> </span></p> <p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 10.0px Times;">up in three distinguishing main tracks or normalities: Academic subject-regulated normal children – in a relatively<span style="font: 12.0px Helvetica;"> </span></p> <p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 10.0px Times;">homogeneous urban district; Socially and monolingually regulated multicultural children – in a relatively hetero-<span style="font: 12.0px Helvetica;"> </span></p> <p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 10.0px Times;">geneous urban district; Primarily needs-regulated monocultural children – in a rural municipality</p>