Challenges and virtues of theory-driven education – a meta-study of variation theory implemented in early childhood mathematics education

Abstract

This article contributes to the discussion on goal-oriented learning in play-based early childhood education, an issue highlighted in Sweden due to revisions of preschool curricula and contemporary research in education. The article presents a meta-study of insights from a project consisting of several studies conducted in authentic preschool practice. The purpose is to raise the question of theory-driven education, more precisely a phenomenographical approach to knowledge and learning, and the variation theory of learning, in early childhood education practice. Certain virtues, but also challenges, emerge in the analysis of the implementation of a theory-driven pedagogy and this article aims to discuss how these may be considered and handled in the dynamic practice of early childhood education. Play and participation, situated learning in the child's everyday context and accepting children's initiatives as variations of experiences are aspects that appear to be crucial in this debate and will contribute with awareness and knowledge to this topical discussion.