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Träfflista för sökning "LAR1:gu ;spr:eng;pers:(Pramling Samuelsson Ingrid 1946)"

Sökning: LAR1:gu > Engelska > Pramling Samuelsson Ingrid 1946

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1.
  • Alvestad, Torgeir, 1960, et al. (författare)
  • Challenges and dilemmas expressed by teachers working in toddler groups in the Nordic countries
  • 2014
  • Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 184:5, s. 671-688
  • Tidskriftsartikel (refereegranskat)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. (författare)
  • The Dog's Tale. Chinese, Hungarien and Swedish children's narrative conventions
  • 2001
  • Ingår i: International Journal of Early Years Education. ; 9:3
  • Tidskriftsartikel (refereegranskat)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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3.
  • Björklund, Camilla, 1977, et al. (författare)
  • Challenges of teaching mathematics within the frame of a story – a case study
  • 2013
  • Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 183:9
  • Tidskriftsartikel (refereegranskat)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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5.
  • Borg, Farhana, Lektor, 1967-, et al. (författare)
  • Preschool children's agency in education for sustainability: the case of Sweden
  • 2022
  • Ingår i: European Early Childhood Education Research Journal. - : Informa UK Limited. - 1350-293X .- 1752-1807. ; 30:1, s. 147-163
  • Tidskriftsartikel (refereegranskat)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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7.
  • Carioca, V., et al. (författare)
  • ICT in the Early Years: Handbook for Trainers.
  • 2005
  • Rapport (övrigt vetenskapligt/konstnärligt)abstract
    • The research carried out over the last years, in the areas of different kinds of technology, has shown that they modify and influence the ways we thing, work and, inevitably, the way we learn. The acquisition of a knowledge, skill and understanding of technology is one of the most important aspects of children’s education, since they are getting ready to live in an age of information and multimedia. It this knowledge, skill and understanding is to be successfully acquired in the pre-school this will at first depend on the successful preparation of their pre-school teachers.
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9.
  • Davis, J, et al. (författare)
  • Specific recommendations for Early Childhood Education
  • 2008
  • Ingår i: The Gothenburg Recommendations on Education for Sustainable Development, Adopted November 12. - Göteborg : Chalmers University of Technology and University of Gothenburg.
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
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