| 1. |
- Johansson, Inge, et al.
(författare)
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Learning and participation : two interrelated key-concepts in the preschool
- 2010
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Ingår i: European Early Childhood Education Research Journal. - : Informa UK Limited. - 1350-293X .- 1752-1807. ; 18:2, s. 229-242
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Tidskriftsartikel (refereegranskat)abstract
- At the European Early Childhood Education Research Association (EECERA) conference in Prague in autumn 2007, an international network of teacher trainers and researchers was formed to discuss and investigate what learning and participation meant for preschool teacher students and staff who work with young children. In Sweden, the first of these exploratory studies was conducted at Malardalen University and Stockholm University, and 56 preschool teachers and 56 preschool teacher students participated. The study was carried out with the critical-incident method. The participants were asked in a critical-incident questionnaire about how they understood the concepts of and relationship between learning and participation. Questions also were constructed so that the participants had the opportunity to link the concepts of learning and participation in a real situation in preschool. The results show that preschool teachers and preschool teacher students define the meaning of learning and participation in a similar way. It also showed that learning and participation are clearly related to each other.
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| 2. |
- Sandberg, Anette, et al.
(författare)
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An Interview Study of Gender Difference in Preschool Teachers Attitudes Toward Children's Play
- 2005
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Ingår i: Early Childhood Education Journal. - : Springer Science and Business Media LLC. - 1082-3301 .- 1573-1707. ; 32:5, s. 297-305
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to investigate, identify and describe different ways that female and male preschool teachers conceive, understand and experience play. The research questions addressed are: What perspectives do female and male preschool teachers have on play? Are there differences in play experiences related to gender? The interview study is inspired by phenomenograhpical research. The sample consisted of ten female and ten male preschool teachers. The results show differences between female and male preschool teachers’ play willingness. This study found that male preschool teachers contribute with more playfulness, and this is something that both female and male preschool teachers noticed. Female preschool teachers tend to value calm play and emphasize the importance of social development while male preschool teachers accentuate the significance of physical development. All preschool teachers in the study emphasized that it is important to create inspiring environments for play and outdoor play.
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| 3. |
- Lillvist, Anne, 1978-, et al.
(författare)
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Play in a Swedish preschool context
- 2015. - 1
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Ingår i: International perspectives on children's play. - : Open University Press. - 9780335262885 - 9780335262892 ; , s. 175-186
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Bokkapitel (refereegranskat)
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| 4. |
- Lillvist, Anne, et al.
(författare)
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The construct of social competence : how preschool teachers define social competence in young children
- 2009
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Ingår i: International Journal of Early Childhood. - : Springer. - 0020-7187 .- 1878-4658. ; 41:1, s. 51-68
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Tidskriftsartikel (refereegranskat)abstract
- Preschool teachers share their environment with young children on a daily basis and interventions promoting social competence are generally carried out in the preschool setting. The aim was to find out if and how preschool teachers' definitions of social competence are related to factors in the preschool environment like: a) the number of children having problems related to social competence; b) the support provided to the children; and c) the preschool environment and current research definitions. Method: 481 preschools from 22 municipalities in Sweden participated. Data was analyzed using a mixed methods design in which a qualitative content analysis was followed by group comparisons using quantitative methods. Results: Preschool teachers defined social competence mainly as intrapersonal skills, or as interpersonal relations. The definitions of social competence were not related to the numbers of children having problems related to social skills or social competence in units, the amount of the support provided to the children or the preschool environment. Conclusion: Preschool teachers' definitions of social competence are partly multidimensional, which implies that the interventions aimed at promoting children's social skills and social competence also should be multidimensional. Preschool teachers' definitions of social competence have little relevance to environmental factors, which indicate that social competence, as a construct is more dependent upon perceptions of the individual than on contextual factors.
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| 5. |
- Norling, Martina
(författare)
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Förskolan - en arena för social språkmiljö och språkliga processer
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Title: Preschool – a social language environment and an arena for emergent literacy processes.Author: Martina NorlingBy focusing on preschool, as an arena for emergent literacy and language learning processes, this thesis put the lens on preschool staff´s approaches and strategies in the social language environment in Swedish preschools. Taking its point of departure in real preschool settings, the overall purpose of this thesis is to develop a greater understanding of this social language environment, with particular emphasis on the quality dimensions of strategies, such as the preschool staff´s sensitivity and approaches in the preschool environment. Two didactic issues are of special importance to the thesis: preschool staff´s descriptions of what kind of strategies and approaches they use in the social language environment as well as how preschool staff support children’s language learning processes in literacy-related activities.The thesis consists of four articles aimed at capturing, variations of dimensions of preschool staff strategies as well as approaches that contribute to highlighting essential strategies for supporting children in the social language environment. The theoretical framework in this thesis consists of social constructivism (Vygotsky, 1997) and bioecological theory (Bronfenbrenner, 2005).The four empirical studies in this thesis have made possible a mixed method design. The data production consists of questionnaires with questions regarding background information of the participants, observation instruments (scoring the quality of the social language environment), focus group interviews, video observations as well as a systematic literature review.In this thesis, three dimensions of preschool staff strategies in social language environment emerged: play strategies, emotional strategies and communicative strategies. The social language environment in Swedish preschool can be described in terms of those three strategy dimensions and continuous interplay processes among children, peers and preschool staff, over time. The quality dimensions of strategies focus, on preschool staff efforts and children’s prerequisites of learning processes, rather than focusing on children’s individual performance.Keywords: Preschool, social constructivism, bioecological theory, preschool staff, emergent literacy, social language environment, language learning processes
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| 6. |
- Sandberg, Anette, et al.
(författare)
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Pedagogiskt stöd och pedagogiska metoder
- 2014. - 2
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Ingår i: Med sikte på förskolan. - Lund : Studentlitteratur AB. - 9789144092577 ; , s. 45-62
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Sandberg, Anette, et al.
(författare)
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Pre-school teachers', Other Professionals' and Parental Concerns on Cooperation in Preschool - all Around Children in Need of Special Support : the Swedish Perspective
- 2010
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Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 14:8, s. 741-754
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to discover and describe parents', pre-school teachers', and other professionals' experiences of cooperation regarding children in need of special support. It is a topic that arouses many different feelings and experiences. This study has a qualitative procedure with a phenomenological approach. The data collection in this study consists of interviews from 20 participants. It becomes apparent that pre-school teachers lack training in cooperation, as well as that further education has not been available to any mentionable extent. In this study it becomes clear that there is a large difference between various pre-schools regarding knowledge and motivation to provide the extra support that many children need. This study also shows that accessibility to and information from other professionals to parents is basic for them to feel safety and support. Different aspects of cooperation are highlighted and discussed.
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| 8. |
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| 9. |
- Sandberg, Anette, et al.
(författare)
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"Special Support" in preschools in Sweden : preschool staff's definition of the construct
- 2010
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Ingår i: International journal of disability, development and education. - : Informa UK Limited. - 1034-912X .- 1465-346X. ; 57:1, s. 43-57
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates the definitions of the construct oyoung children in need of special supporto given by preschool staff in Sweden in 540 preschool units. The study has a mixed-methods design based on qualitative analysis of an open-ended question and quantitative analysis of questionnaire responses. The results reveal two general perspectives in definitions of the construct, a child perspective and an organisational perspective. Units with a child perspective had a higher proportion of children in need of special support, especially girls. The study highlights that the term ochildren in need of special supporto is partially socially constructed and is partially based on perceived child characteristics. The perceptions of what is considered to be a child in need of special support held by staff in a unit may impact on the services provided to children in need of special support.
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| 10. |
- Sheridan, Sonja, 1952, et al.
(författare)
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Preschool teaching in Sweden - a profession in change
- 2011
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Ingår i: Educational Research. - : Informa UK Limited. - 0013-1881 .- 1469-5847. ; 53:4, s. 415-437
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Tidskriftsartikel (refereegranskat)abstract
- Background Historically, the meaning of teacher competence has changed and is continuously being re-constructed along with changes in society as well as with shifting values and intentions in preschool guidelines and curricula. Over the past decade, Swedish preschool has been incorporated as a part of the educational system, and has received its own national curriculum, which recently, has been revised. A new preschool teacher education has been initiated. All these changes influence preschool practice, conditions for teachers’ pedagogical work and children’s learning, and as a consequence, the meaning that teachers ascribe to teacher competence. Purpose The aim of this study is to investigate the meaning given to preschool teacher competence by Swedish preschool teachers. Focus is directed towards teachers’ descriptions of their approach and their communication and interaction with children in relation to the overall goals of the preschool curriculum. Sample The study was carried out in Sweden and the sample consist of 15 preschools in the country’s two major cities, Stockholm and Gothenburg, and 15 preschools from the rural area of Mälardalen in mid-Sweden. Both of the urban regions and the rural area are stratified to represent districts that differ geographically, demographically, ethnically, and which include varied socioeconomic structures. From each of the 30 preschools, one preschool class/group and one preschool teacher were recruited as participants. All except one of the teachers were women. Design and method The study is based on interactionist perspectives and draws on Bronfenbrenner’s ecological systems theory and a critical ecology of the early childhood profession. To study teacher competence the method chosen was individual and semi-structured interviews that lasted 60 – 120 minutes, were recorded and transcribed verbatim. The analysis is qualitative and focuses on key questions that were asked of all participants. The analyses aimed to discern similarities and differences, and distinguished between competences teachers said that they have and competences they wanted to develop, such as knowledge, skills and attitudes and whether these competences were understood as static, situational and/or dynamic. Result Three intertwined dimensions of teacher competences emerged. These dimensions are mutually interdependent, inseparable and constitute the meaning given by the teachers to teacher competence as a whole. These are: Competence of knowing what and why, Competence of know-how, and Interactive, relational and transactional competence. These dimensions highlight teacher competence as a complex, multidimensional and relational phenomenon, constituted from interacting abilities. The participating teachers have a broad multidisciplinary knowledge, which needs to be deepened within specific areas such as, mathematics, ICT, science etc. Conclusion Being a part of complex ecological system with increasingly global dimensions, preschool teaching is a profession in change. Preschool teacher competence is constituted in the intersection of values, knowledge and ideologies on different system levels. In line with changing policy and curriculum intentions teachers create shared understandings of the meaning of teacher competence both for today and tomorrow. Based on these beliefs teachers create conditions for children’s learning in preschool practice.
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