| 1. |
- Ackesjö, Helena, 1973-
(författare)
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A seamless transition or an oasis to rest in? : The children’s pictures of the Swedish preschool class.
- 2010
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Konferensbidrag (refereegranskat)abstract
- In Sweden, children’s transition from preschool to compulsory school is made through the preschool class. This study aims to highlight this Swedish transition zone through the eyes of the children. What is focused in the preschool class from the children’s point of view?The children have been painting pictures of their days in the preschool class. The focus of analysis is what the children chose to highlight as central in the pedagogic practice. The pictures are therefore seen as communicative narratives. Through the pictures the children represent and communicate their experiences of the world. Ten preschool classes participated in the study, and a total of 172 pictures were analyzed.Over half of the pictures showed playing children and included (free) play both indoors and outdoors, pictures that describes the preschool class as an “oasis to rest in” between preschool and school. Yet another extensive category was outlined, that showed different types of learning and education foremost in activities as circle time.The result shows that the pictures reflects the preschool class as a playful child-centred educational practice at the crossroads between preschool and compulsory school. The conclusion is that the preschool class may be just a seamless transition from preschool to compulsory school, with both “formal” schooling and playful learning.
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| 4. |
- Ackesjö, Helena, 1973-, et al.
(författare)
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Skolförberedelse i förskoleklass. : Att vara lärare-i-relation i gränslandet.
- 2010
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Ingår i: Pedagogisk forskning i Sverige. - 1401-6788 .- 2001-3345. ; 15:2/3, s. 142-163
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Tidskriftsartikel (refereegranskat)abstract
- I föreliggande studie förstås förskoleklassen teoretiskt som ett gränsland mellan förskola och skola, ett gränsland som man kan anta existerar på grunderna av verksamheternas skilda traditioner och positioner i utbildningssystemet. I detta gränsland skapas och konstrueras en institutionell identitet genom pedagogisk praktik och lärarnas berättelser om denna praktik. Denna studie utgår från hur lärarna talar om sitt arbete i dialogseminarier. Lärarna talar om det skolförberedande arbetet i förskoleklassen utifrån två förhållningssätt, dels som en tillvaroorienterad pedagogik och dels som en framtidsorienterad. För att lösa den inbyggda konflikten mellan tillvaro- och framtidsorientering framställer lärarna sig som att vara lärare-i-relation. Att beskriva sig som lärare-i-relation tolkas som en gränsmarkering gentemot andra lärares förhållningssätt och de kunskapsfokuserade verksamheterna i förskola och grundskola.
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| 5. |
- Persson, Sven, 1954-, et al.
(författare)
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Skolarisering och mantrat om tidiga insatser i utbildningen
- 2022
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Ingår i: Pedagogisk forskning i Sverige. - Växjö, Sweden : SWERA, Swedish Educational Research Association. - 1401-6788 .- 2001-3345. ; 27:2, s. 177-189
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Det råder konsensus mellan forskare och politiker om att tidiga insatser och reformer, riktade mot de yngre barnen i utbildningssystemet, är bland de viktigaste interventioner som ett samhälle kan vidta. Inriktningen på och konkretisering av de tidiga insatserna problematiseras emellertid sällan i policy. Utvecklingen kan karakteriseras som en pågående skolarisering av utbildning för de yngre barnen, det vill säga ett närmande till grundskolan och ett fjärmande från förskolan. Denna riktning har motiverats av ekonomiska, demokratiska och globala motiv. Syftet med denna essä är att problematisera skolariseringens konsekvenser och diskutera vad som händer då ”mantrat” om tidiga insatser konkretiseras till politiska reformer. Detta görs med exempel hämtade från den svenska förskoleklassen.
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| 6. |
- Ackesjö, Helena, 1973-, et al.
(författare)
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Rektorers och skolhuvudmäns meningsskapande om förskoleklassens position i utbildningslandskapet.
- 2022
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Ingår i: Utbildning och Lärande / Education and Learning. - Falun : Högskolan Dalarna. - 2001-4554. ; 16:2, s. 7-26
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Tidskriftsartikel (refereegranskat)abstract
- The preschool class has been subject to several policy reforms, which principals and local education authorities are responsible. for implementing and evaluating. The aim of this study is to contribute with knowledge about how principals and local education authorities make meaning of the position and organization of the preschool class in relation to these policy reforms and to the existing practices. The method used in the study is interviews with principals and local education authorities and shows how they reason about and relate to various regulatory, normative, and cultural-cognitive elements of governance. The analysis shows that the principals have arguments for three basic positions for the preschool class: a bridge between preschool and primary school, a knowledgeoriented position, and a socially oriented position. A key argument put forward by the principals is that the preschool class should be integrated into a continuous primary school organisation. The local education authorities, on their part, interpret the new policy as an ongoing qualification and homogenization process, which affects the preschool class’s position in the education system.
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| 7. |
- Ackesjö, Helena, 1973-, et al.
(författare)
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To be or not to be (a school child) - from national to global discourses about the child in the school start age.
- 2022. - 1
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Ingår i: Evaluating transitions to school programs. - Abdingdon Oxon : Routledge. - 9780367517656 - 9781003055112 - 9780367517670 - 9781003052821 ; , s. 27-36
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Bokkapitel (refereegranskat)abstract
- This chapter takes a historical lens to ways in which transition to school has been conceptualised over the last 80 years in Sweden. Drawing on an extensive policy analysis, we analyse changing representations of the six-year-old child starting school, depending on how society has handled issues of the image of the child, school maturity, compulsory schooling, and the transition from home or preschool to school. The key idea is that every education system is about creating the person through education. The vision of the educated child is at the core of educational reforms. Historical discursive claims about the characteristics of the child, or the pupil, mirror the educational subject at a certain time and convey meanings of school maturity and transition to school. With this in mind, we analyse how policy documents describe the nature of the child and what the child should become in the educational institution.
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| 8. |
- Ackesjö, Helena, 1973-
(författare)
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A seamless transition or an oasis to rest in? : The children's pictures of the Swedish preschool class.
- 2010
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Ingår i: Transition from pre-school to school: Emphasizing early literacys - Comments and reflections by researchers from eight European countries.. - : Lifelong Learning Programme. ; , s. 38-50
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- A seamless transition or an oasis to rest in? The children’s pictures of the Swedish preschool class In Sweden, children’s transition from preschool to compulsory school is made through the preschool class. This study aims to highlight this Swedish transition zone through the eyes of the children. What is focused in the preschool class from the children’s point of view? The children have been painting pictures of their days in the preschool class. The focus of analysis is what the children chose to highlight as central in the pedagogic practice. The pictures are therefore seen as communicative narratives, since the children represent and communicate their experiences of the world through the pictures. Ten preschool classes participated in the study, and a total of 172 pictures were analyzed. Over half of the pictures showed playing children and included (free) play both indoors and outdoors, pictures that describes the preschool class as an “oasis to rest in” between preschool and school. Yet another extensive category was outlined that showed different types of learning and education foremost in activities as circle time. The result shows that the pictures reflects the preschool class as a playful child-centred educational practice at the crossroads between preschool and compulsory school. The conclusion is that the preschool class may be just a seamless transition from preschool to compulsory school, with both “formal” schooling and playful learning.
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| 9. |
- Ackesjö, Helena, 1973-
(författare)
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Barns övergångar till och från förskoleklass : Gränser, identiteter och (dis-)kontinuiteter
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this study is to gain knowledge of how the transitions to and from preschool class are described and understood by children. Previous research has indicated that transitions between different school forms can be seen as both problematic and threatening. Transitions should be facilitated and "smooth", something that indicates that continuity is important. Of interest for this study is to gain knowledge of children's perspective of continuities: which continuities and discontinuities children express intransitions.Transitions are theoretically considered as social processes that are constructed, shared and reconstructed together with others. In these processes, children mark and construct borders through speech and action. Their border markings (for example, expression of differences and/or similarities between different communities and between different school forms) also become part of a child's identity constructions.The thesis is based upon the research described in three articles. The empirical data underlying these studies was constructed in a longitudinal ethnographic inspired field work where children have been observed in two transitions between three different school forms: preschool, preschool class and compulsory school.Results suggest that from children’s perspectives the transitions between different school forms contain challenges, opportunities, limitations, changes and preservation. However, the transitions also involve expressions concerning security, risk-taking and include visual markings between the different school forms.One of the conclusions that can be drawn from this work is that it isn’t enough to turn to policy level, such as curricula or even teachers’ aims or aspirations to facilitate these transitions. The child’s perspectives need to be taken into account. Through children's narratives, we have gained knowledge about the opportunities transitions can offer, but also how transitions can be considered as threats or be difficult to interpret for children. This study has also increased our understanding of the importance of continuity as well as discontinuity to mark borders between different school forms.
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| 10. |
- Delblanc, Åsa
(författare)
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Pedagogiska möjligheter i mångfaldens förskola
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- I denna sammanläggningsavhandling diskuteras tre olika delstudier som alla utgåttf rån förskolepraktik i förskolor som kännetecknas av en mångfald av språk och erfarenheter. Delstudie 1 fokuserar på barns kommunikation i en flerspråkig förskolemiljö och vad som kan hindra eller möjliggöra den. Delstudie 2 undersöker ett aktionsforskningsprojekt i form av en forskningscirkel med målet att i en förskola skapa en flerspråkig miljö i samarbete med föräldrar. Delstudie 3 undersöker ett aktionsforskningsprojekt i form av en forskningscirkel med målet att utveckla förskolans mottagande av nyanlända familjer. Avhandlingen utgår från ett sociokulturellt perspektiv i vilket människor ses som lärande varelser som skapar kunskap gemensamt med tillgängliga kulturella artefakter. Affordanceteorin (Gibson, 1986; Reed, 1993; Barab & Roth; 2006 och Clakin-Philips & Carr, 2012) har använts för att göra analyser av barns och lärares handlingar. Affordance tolkas genomgående som erbjudanden, och tre olika typer av erbjudanden undersöks, kommunikationserbjudanden, flerspråkiga erbjudanden samt nätverk av erbjudanden. Utifrån Barab och Roth (2006) och Clakin- Philips och Carr ( 2012) undersöks sedan hur erbjudanden ger olika typer av möjligheter, tillgängliga, inbjudande och personliga, här rubricerade som pedagogiska möjligheter.Resultatet visar att olika typer av möjligheter uppstår i olika sammanhang. I de sammanhang i vilka det inte finns en planerad eller strukturerad idé om hur ett erbjudande kan användas blir möjligheterna mindre inbjudande. Möjligheter blir personliga då barns, lärares och föräldrars erfarenheter används som en utgångspunkt i den pedagogiska praktiken. Om möjligheter blir personliga finns samtidigt en risk att det blir ett ökat fokus på skillnader och att tankar om att skapa trygghet ses som viktigare än att skapa förutsättningar för lärande.
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