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Träfflista för sökning "hsv:(SAMHÄLLSVETENSKAP) ;pers:(Pramling Samuelsson Ingrid 1946)"

Sökning: hsv:(SAMHÄLLSVETENSKAP) > Pramling Samuelsson Ingrid 1946

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31.
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32.
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33.
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34.
  • Johansson, Eva, 1949, et al. (författare)
  • Play and learning an integrated wholeness-two examples
  • 2007
  • Ingår i: I R. New & M. Cochran (Red.), Early Childhood Education: An International Encyclopedia. - : Greenwood Press.
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
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35.
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36.
  • Johansson, Eva, 1949, et al. (författare)
  • Play and learning in early childhood education
  • 2005
  • Ingår i: Paper presenterat vid Nordisk förening för pedagogisk forskning (NFPF/NERA) 33:e kongress i Oslo, 10-12 mars, 2001..
  • Konferensbidrag (refereegranskat)
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37.
  • Johansson, Eva, 1949, et al. (författare)
  • To weave together - play and learning in early childhood education
  • 2009
  • Ingår i: Journal of Australian Research in Early Childhood Education. ; 16:1, s. 33-48
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim of this study is to investigate the teachers’ contributions to the integration of play and learning in different pedagogical practices. Particular attention is paid to aspects such as, creativity and fantasy, power and control, and their significance when integrating play and learning. The foundation for the analysis is an investigation into the relation between play and learning in eight Swedish preschools, after-school centres and schools and what this means to children and teachers. The hermeneutic analysis was focusing on an understanding of learning and play processes in children’s and adults’ creation of meaning. From data three different kinds of interplay were found. Two of these are labelled explorative and narrative interaction, in which we claim that there is room for play and learning and for experiences of creativity, fantasy and control. The third formalistic interaction gives little opportunity for these aspects to be expressed. The results will here be discussed related to the preconditions for being successful in integrating play and learning into a new goal-oriented approach with young children.
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38.
  • Jonyniene, Zivile, et al. (författare)
  • Swedish and Lithuanian students' experience of their rights
  • 2000
  • Ingår i: Child and Youth Care Forum. ; 28:6
  • Tidskriftsartikel (refereegranskat)abstract
    • One important implication of the UN Convention of the child's right is that every child should be part of democratic society. In the present empirical study, students (aged 12-14, 16-18) in two Swedish and two Lithuanian case-schools are compared according to the students' conceptions of democracy in school. The students' conceptions are not only compared between cultures, but also between gender and age groups. Looking at those case-schools the concept of democracy partly overlaps, but also emerges in different ways in Sweden and Lithuania. Presented study correspond to the initiatives of International organizations concerning the child/human rights promotion and realization: United Nations Decade for Human Rights Education (1995-2004), established by the UN General Assembly at the end of 1994, with a purpose to advance human rights education for persons of all ages; International effort to address the issue of indicators relevant for the monitoring of implementation of the Convention on the Rights of the Child, started in April 1993.
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39.
  • Karlsson Lohmander, Maelis, 1947, et al. (författare)
  • New Developments in Sweden
  • 2005
  • Ingår i: European Early Childhood Education Research. ; 13:2, s. 154-159
  • Tidskriftsartikel (refereegranskat)
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40.
  • Knutsson, Susanne, et al. (författare)
  • Children’s experiences of visiting a seriously ill/injured relative on an adult intensive care unit
  • 2008
  • Ingår i: Journal of Advanced Nursing. - : Wiley-Blackwell Publishing Ltd.. - 0309-2402 .- 1365-2648. ; 61:2, s. 154-162
  • Tidskriftsartikel (refereegranskat)abstract
    • Title. Children’s experiences of visiting a seriously ill/injured relative on an adult intensive care unit Aim. This paper is a report of a study of children’s experiences of visiting a seriously ill/injured relative in an intensive care unit. Background. Little attention has been paid to children’s experiences and needs when visiting a relative being cared for at a high technological adult intensive care unit. Instead, the focus has been on adult’s experiences and needs. Method. In 2004, 28 children (14 girls, 14 boys) aged 4–17 years who had visited an adult relative were interviewed 3 months after the visit. A hermeneutic approach was used when interpreting and analysing the text. Findings. Four themes were generated from the data: It meant waiting, It was strange, It was white and It was good. Waiting was experienced as difficult, increasing the feeling of uncertainty, exclusion and separation, which in turn led to tension and concern. ‘It was strange’ was perceived as unfamiliar but also with interest and curiosity. The experience of the intensive care unit was that it was white. Everything in the patient’s room was experienced as white and gloomy. It lacked joy. ‘It was good’ was stated about the outcome of the visit because through this they were given the opportunity to meet and see the relative by themselves. This evoked feelings of relief and joy. The visit did not seem to frighten the child; instead it generated feelings of release and relief. Conclusion. Children’s experiences of visiting an adult intensive care unit seem to support theories that emphasize the involvement and participation of children in family matters.
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