| 1. |
- Vallberg Roth, Ann-Christine, et al.
(författare)
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Flerstämmig undervisning i förskola : Flerstämmig didaktisk modellering
- 2021
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Rapporten baseras på forskningsdelen i ett forsknings- och utvecklingsprogram som syftar till att, i samverkan mellan förskollärare, ledare och forskare, beskriva och vidareutveckla kunskap om vad som kan känneteckna undervisning i förskola. Undervisning studeras i relation till vetenskaplig grund och beprövad erfarenhet. Forskningsdelen genomförs i mellan 40 till 44 förskolor/avdelningar belägna i åtta svenska kommuner, mellan åren 2018 och 2021. Sammantaget har 10 671 personer samtyckt att medverka i forskningsdelen av programmet, varav 8 447 barn/vårdnadshavare och 2 224 förskollärare, barnskötare, rektorer, biträdande rektorer, chefer och övriga. Metoden kan beskrivas i termer av en ”praxiografisk samverkansmetod” som avser analys av registrerad praktik. Designen utgörs av parallella och prövande serier av teoriinformerade undervisningsupplägg där didaktik kombinerats med olika innehålls- och lärandeinriktningar. I samverkansforskningen inkluderas didaktiskt, variationsteoretiskt, poststrukturellt och pragmatiskt informerat undervisningsupplägg. Vidare inkluderar undervisningsuppläggen teorier med anknytning till innehåll, såsom musik och digital teknik, matematik och programmering, naturvetenskap, däribland kemi, samt rörelse, hälsa och hållbarhet. Materialet består av 473 samplaneringar, 444 samvärderingar och 35,5 filmtimmar från genomförd undervisning. Analysen är didaktiskt orienterad och kan beskrivas i termer av abduktiv analys – en strategi för att kunna sluta sig till en nyanserad praktikteoretisk tolkning av vad som kan känneteckna undervisning i förskola. Resultatet indikerar flerstämmiga spår relaterade till didaktiska modeller i de teoriinformerade undervisningsuppläggen. Sammantaget fogas analysen samman och prövas i en kommunicerbar helhet genom konceptet ”flerstämmig didaktisk modellering”. Konceptuell replikering och upprepning av prövandet av konceptet i två FoU-program har inneburit att vi rört oss från en relativt vag aning om vad det kunde innebära till en allt tydligare och precisare innebörd genom framväxt av modeller och begrepp i relation till alltmer tillförlitliga forskningsresultat. Utfall i skriftliga frågor om undervisning, organisation, ledarskap och sambedömning, åren 2018 och 2021, tyder på delvis utvidgat och preciserat yrkesspråk, med spår av ett utvecklat professionellt och didaktiskt omdöme, inkluderat spår av flerstämmiga vetenskapliga grunder och beprövade erfarenheter. Sammantaget kan samverkansforskningens kunskapsutvecklande bidrag beskrivas i termer av teoriinformerad praktikutveckling och praktikgrundad koncept- och teoriutveckling. Forskningen presenteras också på följande websidor: https://mau.se/forskning/projekt/flerstammig-didaktisk-modellering/ https://www.ifous.se/flerstammig-undervisning-i-forskolan/
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| 2. |
- Alasuutari, Maarit, et al.
(författare)
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Assessment and documentation in early childhood education
- 2014
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- The chapters of this book study documentation and assessment from three perspectives: considering them as issues of curricula and pedagogy and as tasks of an educator; studying them as negotiations on and about the child; and examining them as actions on and of parents. The book is divided into different sections according to these perspectives. The first section ‘A view on curricula, didaktik and teachers’ includes three chapters. Chapter 2, ‘Assessment and documentation in the ECE curriculum - focus on the Nordic tradition’ discusses the basis of documentation and assessment in early education, the curriculum. Since it focuses on the Nordic curricula, it also illuminates the broader frame that the examinations of the following chapters are embedded in. The Nordic tradition of curriculum design emphasizes children’s performance and defines goals to strive for without specifying the objects of achievement. The other tradition to curricula design presented in the chapter, the Anglo-Saxon tradition, is characterized by the focus on the individual and by detailed formulations of goals to achieve for different age categories. The chapter discusses the contradictory tendencies of de- and re-centralization in the Nordic curricula, evident for example in the regulations and directions concerning documentation and assessment. It also argues that we can recognize a movement towards the Anglo-Saxon tradition of curriculum design in the Nordic countries. Chapter 3 ‘Different Forms of Documentation and Assessment in ECE’ familiarizes the reader with the documentation practices of Nordic early education at the grass root level. Drawing on a case study of three Swedish preschools, it illuminates the types of documentation tools that are applied in ECE. It proposes that the documentation practices can best be characterized by the term multi-documentation. The examination of the multi-documentation shows how the documentation tools comprise different forms of assessment, ranging from developmental-psychological, narrative and activity oriented assessments to self- and personality assessments. Finally, the chapter raises questions about in what sense the documentation and assessment practices are about empowering, supporting, and strengthening children, parents and professionals and in what sense they can weaken, mislead, and constrain the different actors. The fourth chapter, which ends the first part of the book, ‘Teachers in intensified assessment and documentation practices - a didaktik approach’ builds on the previous chapter and considers documentation and assessment practices and teachers’ role in them from the view of the reflective, Continental approach of didaktik. It approaches documents as co-actors in educational processes on focuses on the following questions regarding it: why (the function), who (subjects/actors), what (the content) and how (the form). The chapter introduces the concept of transformative assessment as a boundary object between different forms and functions of assessment and between micro-, meso- and macro-level actors of assessment and documentation practices. The preschool teachers’ role can be described as trans-actors in the transformative multi-documentation and assessment. The second part of the book, ‘Auditing the child’ with its two chapters will move the focus to the social study of childhood and consider the notions of the child in documentation and assessment from two different starting points. Chapter 5, ‘Documentation and listening to the children’, begins its discussion from a common understanding of child documentation as a means to give children a ‘voice’. By drawing on empirical data from parent-teacher discussions considering children’s responses to specific questions, the chapter problematizes this notion. It argues that despite of its benevolent aims, listening to children through documentation is constrained by and deeply embedded in, institutional and generational practices and assumptions about professionalism in ECE. Consequently, the child’s view can be ‘lost in translation’. Chapter 6, ‘The normal child’, continues the discussion about the notions of the child by inviting the reader to consider how documentation and assessment practices produce normative ideas about the child and how these ideas are intertwined with the social order of the ECE institution. This order both controls and empowers the institutional actors in different ways. The chapter illustrates how the ‘ordinary’ or ‘normal’ child is produced in written documentation and in the intertwinement of text and talk. It also illuminates how the assessments and the normative function of documentation are predominantly implicit and actualized, especially, when the child shows ‘resistance’ of the system of ECE or otherwise departs from its expectations. The third part of the book positions ‘Parenthood on focus’ and consists of two chapters. Chapter 7, ‘The governance and pedagogicalization of parents’, highlights the demands on parents in the documentalized practices used to establish collaboration between home and ECE. It considers practices and tools that are used to involve parents in the assessment and documentation of their child and the family. Through them, the parents are expected to embrace the ideas and discourses of the ECE institution. Furthermore, the documentalized practices yield unspoken expectations about how the parents should support their child in lifelong learning and how they can meet the institutional norms of good parenting. Chapter 8, ‘Parenthood between offline and online – about assessment and documentation’ draws on a ‘netnographic’ research on what parents write about assessment and documentation of children on Internet sites. In the discussions parents are free from the institutional constraints that are evident, for example, in parent-teacher meetings. The chapter considers whose interests seem to be involved in the discussions and who is assessing whom. Moreover, it considers in what ways the discussions can be seen both as empowering and constraining parenthood. The final chapter, ‘Conclusion: Dilemmas of documentation’, ties together the key points of the preceding chapters by discussing the ‘junction’ of discourses and contradictory tendencies that are embedded in the assessment and documentation practices of Nordic ECE, regarding children, parents, and professionals. The chapter illuminates the different fields of the contradictory discourses by a multi-dimensional model of the steering of assessment and documentation and proposes the concept of ‘documentalized childhood’ as capturing the function of the steering in the transnational context of contemporary ECE.
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| 3. |
- Westemar, Christine, et al.
(författare)
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Kommunikation och delaktighet i förskolan
- 2024
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Ingår i: Undervisning i förskolan. - : Studentlitteratur AB. - 9789144162140 ; , s. 39-56
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Ekberg, Jan-Eric, et al.
(författare)
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Didaktik informed teaching arrangements in preschool with a focus on movement
- 2022
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Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2, s. 141-172
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Tidskriftsartikel (refereegranskat)abstract
- Most children attend preschools in Sweden,and preschool is thus an important arena for children’s development and growth as well asforthedevelopment of and through movement. However, little is known about the teaching of movement in Swedish preschools. This article develops knowledge of what can characterize such teaching, particularly regarding goal and motive, content,and teaching actions. The material was generated in 2018–2019 in collaboration with 42 preschool departments in Sweden. The theoretical approach is didaktik, and “why”, “what”, and “how”questions are used as analytical tools. A variety of content can be seen, such as fundamental movement skills, different aspects of movement and, in a few teaching arrangements, physical activity. The teaching is often led by the teacher, though the children are sometimes co-leaders. The results also indicate a focus on inherent values but also on investment and added values. The study highlights the importance of preschool teachers’ attention to the prospective object and purpose of teaching movement, but also of teachers’ competence and the need for conscious strategies for teaching movement. Through well-grounded didaktik choices, children can be offered good opportunities to experience and explore movement.
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| 5. |
- Elfström Pettersson, Katarina
(författare)
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Playing a part in preschool documentation : A study of how participation is enacted in preschool documentation practices and how it is affected by material agents
- 2013
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the present study is to explore how children’s participation is constructed and enacted in preschool documentation and what kinds of activities evolve between teachers, children and material objects in preschool documentation practices. The study is based on videorecorded observations of teachers and children documenting different preschool activities in two preschool groups. The video observations are analysed using theoretical perspectives on power relations, governmentality, documentality and agentic realism. The results are presented in two research articles. The results show the complexity of children’s participation in preschool documentation practice. In the first article two different documentation methods, with different theoretical underpinnings, were used in the preschool: portfolio and pedagogical documentation. The results show that, regardless of documentation method, children’s participation varied from attendance to involvement and influence, which can be seen as two ends of a power relation. Power relations between teachers and children also varied between situations as well as within individual situations. The result of the second article shows that children’s participation in preschool documentation practices, as well as the documentation itself, was affected and controlled not only by the humans present, but also by different material agents, such as photos and colour-coded labels. Taking material agents into account allows for a broader understanding of documentation practices, which in turn could open up for new forms of children’s participation in preschool documentation.
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| 6. |
- Hansen, Helena, et al.
(författare)
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STREAM didaktik in preschool with literacy(s) in focus – between opening to the unknown and searching for the known
- 2024
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Ingår i: Utbildning och Lärande / Education and Learning. - : Dalarna University. - 2001-4554. ; 18:1
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Tidskriftsartikel (refereegranskat)abstract
- The study in this paper aims to contribute knowledge about what characterizes STREAM didaktik in preschoolbased on a theory-informed teaching arrangement in an ULF2 network. The study is guided by the question:What can characterize STREAM didaktik in preschool with a focus on literac/y/(ies) in what and who/whichquestions? Theoretically, the study is connected to three main concepts: STREAM, didaktik and literacy. Thematerial consists of 85 documents, totalling 14, 200 words and 2.5 hours of film focusing on planning andconducting teaching in preschool. The knowledge contribution is: 1) STREAM didaktik with literacy(s) in focusappears as a relation between general didaktik and subject didaktik in preschool, 2) STREAM didaktik withliteracy(s) in focus can also be seen as a bridge between opening to the unknown and searching for the knownin a movement between planned and spontaneous teaching in preschool, and 3) STREAM didaktik with focuson literacy(s) in what and who/which questions can be tried in terms of STREAM actors.
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| 7. |
- Holmberg, Ylva, et al.
(författare)
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Characteristics of teaching music in preschool : The written descriptions of Swedish preschool teachers and principals
- 2022
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Ingår i: Finnish Journal of Music Education. - : Finnish Society of Research in Arts Education; Hollo-Institute. - 1239-3908. ; 25:1, s. 29-52
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Tidskriftsartikel (refereegranskat)abstract
- The article is based on a questionnaire answered at the beginning of two R&D programmes (“Multivocal teaching and co-assessment in preschool” in January 2016 and “Multivocal didactic modelling: Collaborative research regarding teaching and co-assessment in Swedish preschools” in July 2018). The programmes aimed to describe and produce further knowledge about what may characterise teaching in preschool. When the programmes began, participating preschool teachers and principals completed a questionnaire in which one question was specifically oriented towards what might characterise teaching in music. The aim of the article is to contribute knowledge about what may characterise teaching in music in preschool from a didactic perspective. The empirical material consists of a total of 374 completed questionnaires. A didactically oriented abductive analysis was performed. Five conclusions can be drawn. 1) A weak grounding in music theory and/or musical methodology reveals a shortcoming in the preschool teacher’s use of research as a basis for teaching. 2) Music is perceived as a means rather than a goal, which may in the long term weaken music as content. 3) Words such as “experience” and “challenges” occur so infrequently as to suggest that children don´t get challenged in music education. 4) The subject of music as form and “doing” is a strong trace, perhaps at the expense of artistic and scientific aspects. 5) Digital possibilities are downplayed, possibly resulting in the children missing out on, for example, the creation of music that can be reproduced and the introduction of musical instruments that are generally not available in preschools. The results of this study encourage reflection on alternative ways of teaching music in preschool, which includes music teaching driven by a child´s right to music for the sake of music and based on research and music didactic, with a focus on the art and science of music.
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| 8. |
- Holmberg, Ylva, et al.
(författare)
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Flerstämmig musikundervisning i förskola
- 2018
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Ingår i: Barn. - : Norsk senter for barneforskning (Noseb). - 0800-1669. ; 36:3-4, s. 79-94
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Tidskriftsartikel (refereegranskat)abstract
- Tidigare studier inom musik och förskola i nordisk och svensk förskoleforskning har oftare fokuserat lärande än undervisning (Vallberg Roth 2018). Inom området Eary Childhood Music Education råder det brist på forskning som berör själva processen att undervisa och teoretisering av den. I ett samverkansprojekt har didaktiska grundfrågor fått fungera som en bro mellan process och teoretisering. De didaktiska frågorna har även bidragit till att flytta fokus från lärande till undervisning i deltagande förskollärares musikundervisning. Syftet med föreliggande studie är att utveckla kunskap om vad som kan känneteckna musikundervisning i förskola. Didaktiskt orienterad abduktiv analys har genomförts av 349 skriftliga dokument och 63 filmtimmar från 121 förskolor/avdelningar i tio kommuner. Resultatet visar spår av flera infallsvinklar och variation av närmanden vilket leder till flerstämmig musikundervisning, dels utifrån musikens flera dimensioner (akustisk, emotionell, existentiell, motorisk-kinestetisk och strukturell), dels utifrån musikundervisningens flera aspekter (konst-, hantverks och vetenskapsorienterade).
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| 9. |
- Holmberg, Ylva, et al.
(författare)
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Lyssnandets didaktik som grundton i flerstämmig undervisning – exemplet rytmatik
- 2022
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Ingår i: Nordisk Barnehageforskning. - : Cappelen Damm Akademisk. - 1890-9167 .- 1890-9167. ; 19:4, s. 183-205
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Tidskriftsartikel (refereegranskat)abstract
- Artikeln baseras på en delstudie i ett FoU-program1 som syftar till att beskriva och vidareutveckla kunskap om vad som kan känneteckna undervisning i förskola. Programmet och delstudien genomförs i samverkan mellan förskollärare, ledare och forskare. Medverkande utprövar fyra teoriinformerade undervisningsupplägg varav föreliggande artikel fokuserar ett didaktiskt och poststrukturellt informerat upplägg. Artikeln vägleds av frågan: Vad kan känneteckna innehåll i undervisning utifrån ett didaktiskt och poststrukturellt informerat undervisningsupplägg med fokus på musik och matematik i förskolan? Artikeln syftar specifikt till att pröva begreppen ”lyssnandets didaktik” och ”rytmatik”. En didaktiskt orienterad abduktiv analys har genomförts. Resultatet öppnar för att den innehållskombination som begreppet rytmatik erbjuder kan prövas som alternativ till mer ämnesinriktad musik- och/eller matematikundervisning där grundtonen för flerstämmig undervisning är lyssnandets didaktik.
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| 10. |
- Holmberg, Ylva, et al.
(författare)
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Post-structurally and didaktically informed teaching arrangements in preschool : exemplified by “rhythmatechs” as multivocal teaching
- 2022
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Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2, s. 212-248
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Tidskriftsartikel (refereegranskat)abstract
- The article is based on a substudy 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”. 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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