Flerstämmiga svängrum i förskola — didaktiska var-frågan i teoriinformerade undervisningsupplägg

The purpose of this article is to build knowledge of what can characterize the “didaktik-where” question in theory-informed preschool teaching arrangements trialed in an ULF[1] network. The material from the teaching arrangements includes a total of approximately 320 documents containing approximately 64,400 words concerning co-planning and co-evaluation and approximately 10 hours of video of the teaching in 19 departments/preschools. Abductive analysis has been performed. The results unfold in multivocal pivoting spaces that include: 1) shifts between as-if places and as-is places; 2) spaces and places of attention; 3) movement between real, digital, imaginary, historical, and mobile places – i.e., STREAM places where children and preschool teachers come into being in rooms and places including both the material and the more-than-human; and 4) the pivoting spaces of the interludes where the children are involved in trying out and reflecting on location alternatives. Interludes take place between main activities with a focus on transitions. Pivoting spaces allow room to take turns and for various alternative choices. Multivocal pivoting spaces are tried out in the pursuit of democracy in a wiser world. [1] ULF stands for Education [Utbildning], Learning [Lärande] and Research [Forskning] https://www.ulfavtal.se/