Summary and Conclusions

Abstract

As pointed out earlier, the project “Meta-learning in the preschool” is a descriptive study designed similarly to an experiment insofar as the project leader introduced a certain way of working in groups A and B. It is is important to emphasise that the teachers in these two groups have only worked with certain aspects of preschool activities, and that only these have been the focus of this study. This means that if the preschools were compared in relation to any other aspect of the activities, the picture could be quite different. This also implies that the comparison between the groups should not be regarded as the complete “truth” but only in relation to my particular line of research, that is, developing children’s conceptions about their own learning and certain forms of understanding about the world around them.Teachers A and B have, in other words, worked with trying to develop those things that preschool children have been shown in earlier studies to realise only to a minor extent, such as, for example, that they can learn to know, that thye can acquire knowledge by experience, that what they do in preschool has something to do with the real world outside, and that they can understand things if they can see relationships.