This paper reports on a case study which explores the co-creation of a zone of proximal development (ZPD) in a mathematics teaching-learning activity in a Norwegian kindergarten. To capture the complexity of teaching and learning mathematics in kindergarten the study uses qualitative methods within an interpretative paradigm. The findings…

Digital technology is a central part of young children's everyday lives in most societies today. This paper contributes to current research by exploring two teachers' pedagogical strategies when creating digital stories together with groups of six kindergarten children (age 4-5). The study has a qualitative, multiple-case study design. The…

In computer gaming situations in kindergartens, the pre-school teacher's function can be viewed in a continuum. At one extreme is the teacher who takes an intervening role and at the other extreme is the teacher who chooses to restrict herself/himself to an organising or distal role. This study shows that both the intervening position and the…