| 1. |
- Alvestad, Torgeir, 1960, et al.
(author)
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Challenges and dilemmas expressed by teachers working in toddler groups in the Nordic countries
- 2014
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In: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 184:5, s. 671-688
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Journal article (peer-reviewed)abstract
- This article is based on a collaborativestudy in Iceland, Sweden and Norway of the youngest children in institutional settings, such as preschools. At the present time, preschool curricula and frameworks are changing to include increased learning. However, preschool teacher education lacks sufficient focus on this age group. New preschool organisations depend both on the increased number of very young children in the system and on new versions of pedagogical approaches. This study is based on the voices of preschool staff who work with very young children. The results showed the dilemmas and challenges that these teachers experience in their everyday work.
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| 2. |
- Asplund Carlsson, Maj, 1948, et al.
(author)
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Från görande till lärande och förståelse. En studie av lärares lärande inom estetik
- 2008
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In: Nordisk Barnehageforskning. - 1890-9167. ; 1:1, s. 41-51
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Journal article (peer-reviewed)abstract
- The aim of this article is to analyze teachers’ changing ways of talking about children’s aesthetic learning in the early years as a result of a research and development project. With a point of departure in developmental and variation theory, a praxis oriented project was designed with the aim of finding out whether collaborative talk and meta-cognitive dialogues could contribute to children’s learning of music, dance and poetry. The participating teachers were offered in-service training in order to develop a new way of teaching and new ways of thinking about the curriculum and children’s learning. Interviews with the teachers were carried out at the beginning and the end of the project. The teachers’ learning was expressed in changed ways of talking about aesthetics and learning. From an emphasis on personality development and the teacher’s lack of expertise with the aesthetic subjects as an obstacle, the teachers expressed a view of having become more aware of the concept of learning objects in the aesthetics, of their own role as teachers in directing children’s attention and to listen to children. The teachers thus gained a new way of talking about themselves as teachers and about children’s learning within music, dance and poetry.
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| 3. |
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| 4. |
- Asplund Carlsson, Maj, 1948, et al.
(author)
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The Dog's Tale. Chinese, Hungarien and Swedish children's narrative conventions
- 2001
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In: International Journal of Early Years Education. ; 9:3
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Journal article (peer-reviewed)abstract
- The purpose of this study was to explore children's (6-7 years) making up of their own stories in different cultures (China, Hungary and Sweden). Ninety-three children were asked individually to tell a story about a dog. They were supposed to invent the story themselves. Qualitative differences in children's life worlds, which could be related to their cultural backgrounds, stood out in the results. The characters used in the children's stories could be summarised in terms of family members, ordinary humans, unusual persons, harmless animals, dangerous creatures, and fantastic characters. The most characteristic events were: play and co-operation, conflicts and fights, death, and exchange of commodities. The Chinese children focused mainly on play and co-operation, while the Hungarian children focused on conflicts and the exchange of commodities. The Swedish children focused on play and death. The results are discussed in relation to traditions and practices of retelling and telling of stories and children's life worlds in different cultures.
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| 5. |
- Björklund, Camilla, 1977, et al.
(author)
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Berättelser som redskap för att föra och följa resonemang
- 2016
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In: Nordisk Barnehageforskning. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 1890-9167. ; 12:5, s. 1-18
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Journal article (peer-reviewed)abstract
- Abstract: The aim of this study is to identify different ways of reasoning when preschool children create stories based on a given theme and with both a traditional and an unfamiliar framework for stories. 17 children participated in the study and the analysis shows three different ways to create stories: 1) stories with a fairy tale structure; 2) expressionist and fragmented accounts; 3) stories focusing on weather and seasonal changes. The cultural tools that children are offered (structure of a story) are used by some children to create traditional stories, but not as a tool for creating new forms of stories. The results show that children’s knowledge of the content within the stories and their conceptual understanding seem to play an important role for the ways in which the structure of stories are used as tools for reasoning.Sammadrag: Syftet med denna studie är att klargöra olika sätt att resonera när förskolebarn själva konstruerar berättelser utifrån ett givet tema och inför en traditionell och en mer kontroversiell form för berättelser. 17 barn deltog i studien och analysen visar på tre olika sätt att konstruera berättelser: 1) Berättelser med sagostruktur; 2) Expressionistiska och fragmentariska redogörelser; 3) Berättelser med fokus på väder- och årstidsväxlingar. Det kulturella redskap som barnen erbjuds (berättelsestrukturen) används av en del av barnen för att skapa traditionella berättelser, men inte som stöd för nyskapade former av berättelser. Resultaten visar att barn kunnande om innehållet i berättelserna och begreppsförståelse tycks spela en betydelsefull roll för hur barns berättelser används som redskap för resonemang.
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| 6. |
- Björklund, Camilla, 1977, et al.
(author)
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Challenges of teaching mathematics within the frame of a story – a case study
- 2013
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In: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 183:9, s. 1339-1354
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Journal article (peer-reviewed)abstract
- This article will focus on early childhood education and pedagogy in the new millennium. The context is Sweden and Swedish preschool, where a change in the school law a few years ago also resulted in a revision of the preschool curriculum. ‘Teaching’ is one of the new notions that has not previously been used in the preschool context. In this empirical article, we will look specifically at what happens in a teaching situation where the teacher has an intended object of learning and manages to involve all five children in an active dialogue about the mathematical notions of half and whole. From the analysis, we discern three features important in the teacher's use of a story as a basis for teaching children: (1) shared attention, (2) reasoning about meaning, and (3) creating a demarcated space for learning a specific content.
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| 7. |
- Björklund, Camilla, 1977, et al.
(author)
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Om nödvändigheten av undervisning i förskolan – exemplet matematik
- 2018
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In: Barn. - : Cappelen Damm AS - Cappelen Damm Akademisk. ; 3-4:36, s. 21-37
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Journal article (peer-reviewed)abstract
- Artikeln diskuterar lärande – undervisning – läroplansmål i svensk förskola, med utgångspunkt i revideringen av läroplanen för förskolan och rapporter som kritiserar förskolans bristande måluppfyllelse. Syftet är att på vetenskaplig grund problematisera undervisning och måluppfyllelse i förskolan med avseende på matematiklärande utifrån utvecklingspedagogiskt och variationsteoretiskt perspektiv. Med stöd i mångårig praktiknära förskoleforskning växer ett komplex fram i vår diskussion om förskolans uppdrag att stötta alla barns lärande där i synnerhet måluppfyllelse inte kan mätas som något externt, utan måste ses i relation till varje barns erfarenheter och förmågor. Kritiskt för förskolans måluppfyllelse ter sig förskollärares förmåga att tillämpa de teoretiska perspektiven som stöd för sådana didaktiska val förskolläraren behöver göra för att i sin undervisning främja barns lärande av specifika innehåll såsom matematik.
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| 8. |
- Borg, Farhana, Lektor, 1967-, et al.
(author)
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Preschool children's agency in education for sustainability: the case of Sweden
- 2022
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In: European Early Childhood Education Research Journal. - : Informa UK Limited. - 1350-293X .- 1752-1807. ; 30:1, s. 147-163
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Journal article (peer-reviewed)abstract
- Although children's participation and agency are highly prioritized in early childhood education for sustainability, both researchers and educators have paid little attention to this topic. This paper explores how the revised preschool curriculum Lpfo2018 in Sweden addresses education for sustainability (EfS) with regards to children's participation and agency. A sociocultural perspective on agency combined with a holistic view of sustainability was used, while a critical content analysis was conducted to investigate major changes in the curriculum in relation to both EfS and children's participation and agency. Findings show that the curriculum Lpfo2018 has explicitly introduced the concept of sustainability from a holistic perspective, integrating environmental, social, and economic dimensions. Children are recognized as competent beings who can actively participate in and influence their learning. Moreover, the notion of transformative learning has been observed in the curriculum, which emphasizes changes in the ways children think, act, and learn in relation to sustainability.
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| 9. |
- Bourbour, Maryam, 1977-, et al.
(author)
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Integration of interactive whiteboard in Swedish preschool practices
- 2015
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In: Early Child Development and Care. - : Routledge. - 0300-4430 .- 1476-8275. ; 185:1, s. 100-120
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Journal article (peer-reviewed)abstract
- This paper aims at exploring the roles preschool teachers give technologies in mathematics education and the ways they structure their mathematics learning activities using interactive whiteboard (IWB) as a technological artefact. Data collected from observations of three preschool teachers embedding IWB in a preschool practice in Sweden provided the primary data sources. The findings suggest that the use of IWB in preschool can be viewed as 'Multisensory resources to engage young children's reasoning', 'Challenging young children to engage in problem-solving activities' and 'Taking the child's interest as a point of departure'. This study also highlights the importance of preschool teachers' pedagogical and technological knowledge that shape and mediate the ways they embed IWB in preschool pedagogical practices.
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| 10. |
- Doverborg, Elisabet, 1947, et al.
(author)
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Apple Cutting and Creativity as a mathematical beginning
- 1999
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In: Kindergarten Education: Theory, Research and Practice. ; 4:2, s. 87-103
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Journal article (peer-reviewed)abstract
- Sweden has recently adopted a national curriculum for preschool (Utbildningsdepartementet, 1998a) and a revised curriculum for school (6-16 years of age) (Utbildningsdepartementet, 1998b). Both curricula have the same structure in form of goals, that is, what education is expected to contribute to the development of children. This means that Sweden has adopted the life-long-learning perspective, also seen in other countries' curricula (see e.g. New Zealand, Ministry of Education, 1998). In Sweden life-long-learning is a distinguished perspective focused on learning as such, but also as a means to a solid base of values and norms. In addition, the content in terms of qualities (or skills) and an understanding of different aspects of the surrounding world is a common thread woven througout the entire school system, although on different levels of complexity. This perspective on learning is based on the idea that "formation of knowledge is an internal relation between the child and the world around him/her” (Marton, 1994). This implies that every child's earlier experiences are used as a foundation for developing a broader and deeper understanding of the specific content dealt with in school-based education. The child's earlier experiences also guide how the child experiences the educational setting, the teacher's role, what is expected of him- or herself, how to accomplish specific tasks, how to interact socially, etc. Knowledge formation therefore is both content and context dependent and formed from clearly defined perspectives, values and the content of early childhood education, if it is to be benificial to the child's life-long-learning process (Pramling, 1990, 1994; Doverborg & Pramling, 1995; Doverborg & Pramling Samuelsson, 1999, manuscript). Implied in this perspective is how young children learn – by being active with their bodies and minds and through communication with peers and teachers. Children experience the world emotionally, socially and cognitively, simultaneously. Therefore the early years lay the critical foundation for the child's interests, for example in mathematics, the value of working in this area, ability to make sense of the topic, and the child's feeling of competence within this topic (Lundgren, 1979). Because of this, the system of education must learn from children and from what they seem to be most devoted to – and that is play – the child's individual realm to be scientifically explored (Pramling Samuelsson, 1999). The characteristics of play, such as joy, freedom, spontaneity, symbolism, communication, engagement and sociability, should be factors that also guide learning in early years. If these factors guide education the child's intention to create meaning from experiences result in confidence and learning opportunities. If this perspective to learning and knowledge formation is accepted, then play serves an important role both before and during school-based education. The goals specifically related to mathematics in the Swedish curriculum for 1–5-year olds states that "The preschool should try to ensure that children develop the ability to discover and use mathematics in meaningful contexts and situations, and develop their appreciation of the basic characteristics of the concept of numbers, measurement and form, as well as the ability to orient themselves in time and space" (Utbildningsdepartementet, 1998a, p. 12). The above perspective of learning and the goals described from the Swedish curriculum provide the bases for the study presented in this article, however, a more narrow description of the approach to learning adopted in the studied group follows in the next section.
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