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Sökning: WAKA:ref > Göteborgs universitet

  • Resultat 50421-50430 av 98260
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50421.
  • Kultti, Anne, 1976 (författare)
  • Mealtimes in Swedish preschools: pedagogical opportunities for toddlers learning a new language
  • 2014
  • Ingår i: Early years. - : Informa UK Limited. - 0957-5146 .- 1472-4421. ; 34:1, s. 18-31
  • Tidskriftsartikel (refereegranskat)abstract
    • This paper reports on a study which explores how routine activities in preschool can support young multilingual children’s participation, communication and development of languages. The paper takes as its starting point the idea that young children’s development takes place through interaction and participation, including in routine activities. Empirical data of mealtimes was gathered in eight toddler groups in a Swedish city, and analysed as a context for learning. The mealtimes were video recorded and interpreted by using an interaction analytic approach which allowed multiple layers of mealtime interactions, all of which impact on the level of participation available to children, to be explored. A detailed analysis of activities and opportunities for communication provides an additional perspective for understanding participation and language learning in institutional practices. The findings show how language learning is situated as a communicative and participatory experience, and that common and shared topics are crucial for participation. Further, a shift in children’s participation status during interaction at mealtime is possible. An extended way of incorporating language teaching into multilingual preschool contexts is discussed.
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50427.
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50428.
  • Kultti, Anne, 1976 (författare)
  • Singing as language learning activity in multilingual toddler groups in preschool
  • 2013
  • Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 183:12, s. 1955-1969
  • Tidskriftsartikel (refereegranskat)abstract
    • This research focused on learning conditions in preschool that support multilingual children's linguistic development. The aim of this paper was to study singing activities through the experiences of ten multilingual children in toddler groups (one to three years of age) in eight Swedish preschools. A sociocultural theoretical approach is used to understand the dynamics of children's learning and development. Data were gathered through videoed observation of practices. Singing activities in the preschools were analysed. Findings showed that singing activities offered children different communicative resources, such as lyrics, gestures, rhythm, artefact, and opportunities for repetition of the activity. The resources were used in a range of activities with others that supported change in children's level of participation. Linguistic participation by each child was not demanded and differences in children's linguistic skills did not, therefore, constitute a barrier to participation. However, how effectively the learning resources were used depended highly on the teachers' guidance practices.
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50429.
  • Kultti, Anne, 1976 (författare)
  • Teaching responsive to play and linguistic diversity in early childhood education: considerations on theoretical grounds
  • 2022
  • Ingår i: International Journal of Bilingual Education and Bilingualism. - : Informa UK Limited. - 1367-0050 .- 1747-7522. ; 25:8, s. 3037-3045
  • Tidskriftsartikel (refereegranskat)abstract
    • The present article takes on the contemporary challenge of equalizing early childhood education (ECE). Research has particularly highlighted this in relation to children having the majority language as an additional language during the early years. The purpose here is to create knowledge regarding how multilingual interaction, teaching, and learning can be seen as a unit in ECE by drawing on the concept of play-responsive teaching and a dynamic perspective on bilingualism. This encompasses teaching as an activity responsive to play, children’s agency, and language use as critical to promoting learning and thereby social justice in ECE. On theoretical grounds, commonalities between play-responsive teaching and a dynamic perspective on languaging are considered. Merging the frameworks, the concept of play-responsive teaching is extended toward also being responsive to all semiotic resources in the group in order to increase children’s experiential basis and thereby to counter social injustices. The study contributes to grounding a pedagogy acknowledging and promoting extended linguistic repertoires for theorizing teaching and learning. Understanding multilingualism in ECE as something that cannot be separated from the context and teaching responsive to play, is discussed.
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50430.
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  • Resultat 50421-50430 av 98260
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refereegranskat (98260)
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Zetterberg, Henrik, ... (2045)
Blennow, Kaj, 1958 (1786)
Ohlsson, Claes, 1965 (726)
Gillberg, Christophe ... (615)
Chen, Deliang, 1961 (592)
Rosengren, Annika, 1 ... (479)
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Lissner, Lauren, 195 ... (458)
Swedberg, Karl, 1944 (432)
Skoog, Ingmar, 1954 (410)
Stibrant Sunnerhagen ... (400)
Herlitz, Johan, 1949 (391)
Karlsson, Jón, 1953 (351)
Simrén, Magnus, 1966 (340)
Borén, Jan, 1963 (340)
Jacobsson, Bo, 1960 (320)
Landén, Mikael, 1966 (315)
Johannsson, Gudmundu ... (306)
Torén, Kjell, 1952 (292)
Granhag, Pär-Anders, ... (291)
Petzold, Max, 1973 (290)
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Börjesson, Mats, 196 ... (208)
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Bergh, Christina, 19 ... (207)
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