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dc.contributor.authorVik, Stine
dc.contributor.authorHausstätter, Rune
dc.date.accessioned2020-04-01T09:37:02Z
dc.date.available2020-04-01T09:37:02Z
dc.date.created2019-11-16T14:37:34Z
dc.date.issued2019
dc.identifier.citationProblemy Wczesnej Edukacji. 2019, 45 (2), 27-38.en_US
dc.identifier.issn1734-1582
dc.identifier.urihttps://hdl.handle.net/11250/2649828
dc.descriptionThe journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.en_US
dc.description.abstractThis paper offers a theoretical description and discuss alternative approaches to Early Intervention (EI). The theoretical framework is based on the philosophical and educational frameworks of Hans Skjervheim and Gert Biesta. The central part of this discussion is the elaboration of different approaches in education, and how it relates to EI. It is stated that EI is historically rooted in an Anglo-American tradition where the central goal was to reduce the societal consequences of children struggling in schools and life in general. Evaluations, tests and interventions directed towards these children is at the core of this tradition. The alternative presented in this article points at an educational framework based on a European, relational centred, education framework and offers a perspective where EI is re-framed into a strategy where EI is focusing on the adult, responsible, person in the relationship.en_US
dc.language.isoengen_US
dc.relation.urihttps://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/3959/3301
dc.rightsNavngivelse-DelPåSammeVilkår 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-sa/4.0/deed.no*
dc.subjectprogrammesen_US
dc.subjectrelationsen_US
dc.subjectcommunicationen_US
dc.subjectSkjervheimen_US
dc.subjectBiestaen_US
dc.titleRe-framing Early Intervention: from a child to a teacher centred perspective in Educationen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.source.pagenumber27-38en_US
dc.source.volume45en_US
dc.source.journalProblemy Wczesnej Edukacjien_US
dc.source.issue2en_US
dc.identifier.doihttps://doi.org/10.26881/pwe.2019.45.03
dc.identifier.cristin1748301
cristin.unitcode209,5,5,0
cristin.unitnameInstitutt for pedagogikk – Lillehammer
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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Navngivelse-DelPåSammeVilkår 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse-DelPåSammeVilkår 4.0 Internasjonal