Practices to Foster Learning to Learn in Early Childhood Education: descriptive findings from a qualitative international research project

Abstract

Learning to learn (L2L) is one of key competencies in the knowledge society. Given its recognised importance, many countries have included it in their national curriculum. To date, little is known as to whether teachers are promoting this competence in classrooms. This qualitative exploratory research investigated whether preschool teachers in participating countries favoured L2L through their teaching practices. It identified similarities and differences between participating countries. Participants included 23 preschool teachers: 5 in Italy, 4 in Mexico, 10 in Spain and 4 in Uruguay. We used semi-structured interviews and performed content analysis to identify the L2L elements fostered by teachers. We matched these elements with the theoretical dimensions of our conceptual framework. We found that participating teachers report a variety of activities to foster this competency. Most activities promoted elements of more than one dimension of L2L. We observed cross-country differences both in the predominance of activities and in the pedagogical objectives pursued with them. Participants in countries with a curriculum promoting L2L (Italy and Spain) reported implementing more practices and favoured more L2L elements than countries where guidelines to promote such competence do not exist or are not clear (Mexico and Uruguay).

Key words: Learning to learn, key competence, early childhood education, pedagogical practices.