Från undervisning till lek. Barnet, folkskolan och förskolepedagogikens förändring, ca 1860-1900

Abstract

The Swedish pre school curriculum began to change in the second half of the nineteenth-century. A typical feature of the explanations of this event is the emphasis on a sudden change in the perception of children, what has be en called the ‘discovery’ of the child. In this article I suggest that this emphasis is erroneous, and that the history of the Swedish folk-school (‘folkskolan’) must be considered if this historical event is to be accounted for.