Post-structurally and didaktically informed teaching arrangements in preschool – exemplified by “rhythmatechs” as multivocal teaching

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Ylva Carolina Holmberg
Ann-Christine Vallberg-Roth


The article is based on a sub study in an R&D programme in which participants try out a didaktically and post-structurally informed teaching arrangement. The article is guided by the question What can characterise the “what”, “how”, and “why” questions of teaching from the standpoint of a post-structurally and didaktically informed teaching arrangement in the preschool? The substudy is based on material consisting of 251 documents, including co-plans, videos (5.5 hours) and photo documentation, as well as co-assessment. A didaktical oriented abductive analysis was carried out. The results pave the way for the content combination offered by the concept rhythmatechs (rhythmics-mathematics-technology) as a multivocal alternative to more subject-focused teaching. Within the framework of project- and theme-oriented working methods, the content appears on the one hand to be both transdisciplinary and interdisciplinary, and on the other hand, to represent specific content areas, such as science, mathematics, and music. We tried out a didaktik model that combines the didaktik triangle with didaktik questions “what”, “how” and “why” with the didaktik triangle. The model stands in relation to results that focus on inter- and/or transdisciplinary content, in project- and theme-oriented approaches, and selection of content as goals and/or means.

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Holmberg, Y. C., & Vallberg-Roth, A.-C. (2022). Post-structurally and didaktically informed teaching arrangements in preschool – exemplified by “rhythmatechs” as multivocal teaching. Educare, (2), 212–248.


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