More and more institutions from different sectors are promoting and using short study trips as a way of learning. This paper focuses on what learning during this particular activity setting might be about by analyzing experiences from two study trips that Lithuanian and Polish educators made to Norway to explore and learn from Norwegian early childhood education and care practices. The results provide insight into the activities of and reflections on study trips in which teachers, researchers, and administrators from different countries participated. As the dialectics between the home countries and the visited country were clearly articulated by the participants of the study trips, we decided to analyze the results in a cultural-historical theoretical framework that “embraces” the cultural and institutional heritage of all the countries. We tracked the qualities of learning that took place at the intersection of theoretical and situated learning and regarded (a) comparing—as situating oneself in relation to “the new”, (b) understanding—situating oneself in the visited context and trying to understand the “new” practices from the local perspective, and (c) reflecting on conditions for situating the “other” practices in the home country; which allowed considering the possibility of change making. Our conclusions prompted a discussion about the power–knowledge relationships identified during this particular activity setting.
BaeB. (2010).
Realizing children's right to participation in early childhood settings: Some critical issues in a Norwegian context. In Early Years,
30(3), 205–218.
BlytheG. S. (2013). Jak ocenić dojrzałość dziecka do nauki?
Warszawa, Poland:
Wydawnictwo Naukowe PWN.
4.
BohnsackR. (2010). Documentary method and group discussions. In BohnsackR.PfaffN.WellerW. (Eds.), Qualitative analysis and documentary method in international educational research (pp. 99–124).
Opladen, Germany:
B. Budrich.
5.
BogdanowiczM. (2000). Metoda Dobrego Startu we wspomaganiu rozwoju, edukacji i terapii pedagogicznej.
Gdansk, Poland:
Wydawnictwo Harmonia.
6.
Chwastek-MilerA. (2013). Wychowanie i wspieranie rozwoju małych dzieci: Dwulatki – program dla przedszkolnych grup żłobkowych, żłobków, klubów dziecięcych i domów.
Warszawa, Poland:
Difin.
7.
CohenL.ManionL.MorrisonK. (2007). Research methods in education (6th ed.).
London, UK/New York, NY:
Routledge Taylor & Francis Group.
8.
CreswellJ. W. (2008). Educational research: Planning, conducting and evaluating quantitative and qualitative research(3rd ed.).
Upper Saddle River, NJ:
Pearson Merrill Prentice Hall.
9.
Dz.U. No 69. (2011). Rozporzadzenie Ministra Pracy I Polityki Spolecznej [Regulation of the Minister of Labour and Social Policy] z dnia 25 marca 2011 r. w sprawie zakresu programów szkoleń dla opiekuna w żłobku lub klubie dziecięcym, wolontariusza oraz dziennego opiekuna. Retrieved from http://www.zlobki.mpips.gov.pl/gfx/zlobki-mpips/userfiles/_public/akty_prawne/d2011069036801_2.pdf (accessed 12 December 2016).
10.
Dz.U. Poz. 803. (2014). Rozporzadzenie Ministra Edukacji Narodowej [Regulation of the Minister of Education] z dnia 30 maja 2014, zmieniające rozporządzenie w sprawie podstawy programowej wychowania przedszkolnego oraz kształcenia ogólnego w poszczególnych typach szkół. Retrieved from http://dokumenty.rcl.gov.pl/D2014000080301.pdf (accessed 12 December 2016).
11.
ElkoninD. B. (1978). Psikologiya Igry.
Moscow, Russia:
Pedagogika.
12.
FleerM.HedegaardM. (2010).
Children’s development as participation in everyday practices across different institutions. Mind, Culture, and Activity,
17, 149–168.
13.
FleerM.HedegaardM.TudgeJ (Eds.). (2008). Constructing childhood: Global–local policies and practices.
New York, NY:
Routledge and Taylor and Francis.
14.
FranczykA.KrajewskaK. (2010). Program psychostymulacji dzieci w wieku przedszkolnym z deficytami i zaburzeniami rozwoju.
Kraków, Poland:
Wydawnictwo Impuls.
GrindheimL. T. (2014). Kvardagslivet til barneborgarar. Ein studie av barna si deltaking i tre norske barnehagar. PhD Thesis, Norwegian University of Science and Technology.
17.
Gruszczyk-KolczynskaG. (2000). Wspomaganie rozwoju umysłowego trzylatków i dzieci starszych wolnie rozwijających się: Książka dla rodziców, terapeutów i nauczycieli.
Warszawa, Poland:
Wydawnictwa Szkolne i Pedagogiczne.
18.
Gruszczyk-KolczynskaG. (2012).
Jak wspomagać starsze przedszkolaki w rozwijaniu zdolności do zapamiętywania – na przykładzie nauki wierszy. Bliżej Przedszkola,
3, 8–11.
19.
HansenC. K. (2017, 13 February). Innvandrere får «barnehagesjokk» i Norge. Bergens Tidende.
20.
HedegaardM. (1998).
Situated learning and cognition: Theoretical learning and cognition. Mind, Culture and Activity,
5(2), 114–126.
21.
HedegaardM. (1999). Institutional practice, cultural positions, and personal motives: Immigrant Turkish parents’ conception about their children’s school life. In ChaiklinS.HedegaardM.JensenU. J. (Eds.), Activity theory and social practice.
Aarhus, Denmark:
Aarhus University Press.
22.
HedegaardM. (2005).
Strategies for dealing with conflicts in value positions between home and school: Influences on ethnic minority student’s development of motives and identity. Culture & Psychology,
11(2), 187–205.
23.
HedegaardM. (2009).
Children’s development from a cultural-historical approach: Children’s activity in everyday local settings as foundation for their development. Mind, Culture, and Activity,
16, 64–82.
KlosB.SzymanczakJ. (2013).
Instytucje opieki nad dziecmi w wieku do 3 lat w Polsce. Analizy BAS – Biuro Analiz Sejmowych,
8(97), 1–8.
26.
Kunnskapsdepartamentet [Norwegian Ministry of Education and Research]. (2005). Act no. 64 of June 2005 relating to Kindergartens (the Kindergarten Act) (pp. 1–8).
Oslo, Norway:
Norwegian Ministry of Education and Research.
27.
Kunnskapsdepartamentet [Norwegian Ministry of Education and Research]. (2008–2009), St. Melding 41. Kvalitet i barnehagen.
Oslo, Norway:
Norwegian Ministry of Education and Research.
28.
Kunnskapsdepartamentet [Norwegian Ministry of Education and Research]. (2011). Rammeplan for barnehagens innhold og oppgaver.
Bergen, Norway:
Fagbokforlaget.
LaskowskaI.Wojtowicz-DackaM. (2010). Co oferuje współczesny żłobek: Medyczne, psychologiczne i pedagogiczne aspekty wspomagania rozwoju dzieci do lat 3.
Bydgoszcz, Poland:
Wydawnictwo Zespół Żłobków Miejskich.
31.
LaveJ. (1988). Cognition in practice: Mind, mathematics, and culture in everyday life.
Cambridge, UK:
Cambridge University Press.
LeontievA. N. (1978 [1975]). Activity, consciousness, and personality (M.J. Hall, Trans.).
Englewood Cliffs, NJ:
Prentice-Hall.
34.
Leontiev, A. N. (2005). Study of the environment in the pedological works of L. S. Vygtsky. Journal of Russian and East European Psychology, 43(4), 8–28.
35.
LillemyrO. F. (2004). Lek – opplevelse – læring i barnehage og skole.
Oslo, Norway:
Universitetsforlaget.
Ministry of Education and Science of the Republic of Lithuania. (2004). Education in Lithuania.
Vilnius, Lithuania:
UAB “Sapnų sala”.
39.
Ministry of Education and Science of the Republic of Lithuania. (2009). Kokybiškas ankstyvojo amžiaus vaikų ugdymas. In SabaliauskienėR.RimkienėR. (Eds.), Kokybiškas ankstyvojo amžiaus vaikų ugdymas.
Vilnius, Lithuania:
Presvika.
40.
Ministry of the Health. (2010). The Law on Hygiene of Lithuania HN75: 2010 No. V-313. Vilnius, Lithuania.
41.
NeuendorfK. A. (2002). The content analysis guidebook.
Thousand Oaks, CA/London, UK/New Delhi, India:
Sage Publications.
42.
NielsenK.KvaleS. (1997).
Current issues of apprenticeship. Nordisk Pedagogik,
17, 130–139.
43.
Norges offentlige utredninger (NOU). (2012). Til barnas beste. Ny lovgivning for barnehagene. Oslo, Norway: Ministry of Education and Research.
44.
ObrebskaM. (2011).
Semantyka dziecinstwa: Od nieobecnosci do odrebnosci. Studia Kulturoznawcze,
1, 49–57.
45.
Ogrodzka-MazurE.SzuscikU.OleksyJ. (2013). Edukacja małego dziecka. Konteksty rozwojowe i wychowawcze (
Vol. 4).
Krakow, Poland:
Wydawnictwo Impuls.
46.
Ogrodzka-MazurE.SzuscikU.Zalewska-BujakM. (2013). Edukacja małego dziecka. Nauczyciel-wychowawca w przedszkolu i szkole (
Vol. 4).
Krakow, Poland:
Wydawnictwo Impuls.
47.
Organisation for Economic Co-operation and Development (OECD). (2015). Early Childhood Education and Care Policy Review. Norway: OECD.
48.
Organisation for Economic Co-operation and Development (OECD). (2013). Education at a glance 2013: OECD indicators (1st ed.).
Paris, France:
OECD Publishing. Retrieved from http://doi.org/10.1787/eag-2013-en (accessed 12 December 2015).
49.
Organisation for Economic Co-operation and Development (OECD). (2017). Education in Lithuania. Reviews on national policies for education.
Paris, France:
OECD Publishing.
ØdegaardE. E. (Ed.). (2012). Barnehage som danningsarena.
Bergen, Norway:
Fagbokforlaget.
52.
ØsknesM. (2010). Leknes Flertydighet. Om barns lek i en institusjonalisert barndom.
Oslo, Norway:
Cappelen Akademisk Forlag.
53.
PalincsarA. S. (1989).
Response to Brown, Collins and Duguid’s “Situated cognition and the culture of learning”: Less charted waters. Educational Researcher,
18(4), 5–7.
54.
SamuelssonI. P.CarlsonM. A. (2008).
The playing learning child. Towards a pedagogy of early childhood. Scandinavian Journal of Educational Research,
6(52), 623–641.
55.
SantoroN.MajorJ. (2012).
Learning to be a culturally responsive teacher through international study trips: Transformation or tourism?Teaching Education,
23(3), 309–322.
56.
SøbstadF. (2011). Trivsel og glede i barnehagen. In GlaserV.MoenK. H.MørreaunetS.SøbstadF. (Eds.), Barnehagens Grunnsteiner. Formålet med barnehagen (1st ed.).
Oslo, Norway:
Universitetsforlaget.
57.
StandalØ. F.JespersenE. (2008).
Peers as resources for learning: A situated learning approach to adapted physical activity in rehabilitation. Adapted Physical Activity Quarterly,
25, 208–227.
58.
SikorskaI. (2007).
Jak stymulować rozwój dziecka?Psychologia w Szkole,
3, 81–87.
TholinK. R. (2013). Omsorg i barnehagen.
Bergen, Norway:
Fagbokforlaget.
61.
VygotskyL. (1998). Child psychology. In The collected works of LS Vygotsky (Vol. 5, pp. 3–296). New York, NY: Kluwer Academic and Plenum.
62.
WagnerJ. T. (2006). An outsider perspective: Childhoods and early education in Nordic countries. In EinarsdottirJ.WagnerJ. T (Eds.), Nordic childhoods and early education: Philosophy, research, policy and practice in Denmark, Finland, Iceland, Norway, and Sweden (pp. 289–306).
Greenwich, UK:
Information Age Publication.
63.
WaltersL. M.GariiB.WaltersT. (2009).
Learning globally, teaching locally: Incorporating international exchange and intercultural learning into pre‐service teacher training. Intercultural Education,
20, 151–158. Retrieved from http://doi.org/10.1080/14675980903371050
