| 1. |
- Berglund, Annika, et al.
(författare)
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Factors facilitating or hampering nurses identification of stroke in emergency calls
- 2015
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Ingår i: Journal of Advanced Nursing. - : Wiley. - 0309-2402 .- 1365-2648. ; 71:11, s. 2609-2621
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Tidskriftsartikel (refereegranskat)abstract
- Aims. To explore the factors that facilitate or hamper identification of stroke in emergency calls concerning patients with stroke who have fallen or been in a lying position.Background. Early identification of stroke in emergency calls is vital but can be complicated as the patients may be unable to express themselves and the callers generally are bystanders. In a previous study, we found presentation of fall or the patient being in a lying position to be the major problem in 66% of emergency calls concerning, but not dispatched as acute stroke.Design. A qualitative study using interpretive phenomenology.Methods. Analysis of transcribed emergency calls concerning 29 patients with stroke diagnoses at hospital discharge, in 2011 and presented with fall/lying position.Findings. Patients' ability to express themselves, callers' knowledge of the patient and of stroke, first call-takers' and nurses' authority, nurses' coaching and nurses' expertise skills facilitated or hindered the identification of stroke. Certain aspects are adjustable, but some are determined by the situation or on callers' and patients' abilities and thus difficult to change. Nurses' expertise skills were the only theme found to have a decisive effect of the identification of stroke on its own.Conclusion. To increase identification of stroke in emergency calls concerning stroke, the first call-takers' and nurses' action, competence and awareness of obstacles are crucial and if strengthened would likely increase the identification of stroke in emergency calls. In complicated cases, nurses' expertise skills seem essential for identification of stroke.
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| 2. |
- Donner, Patricia, et al.
(författare)
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A case study of young children’s play negotiations in free play
- 2023
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Ingår i: Early years. - 0957-5146 .- 1472-4421. ; , s. 1-14
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Tidskriftsartikel (refereegranskat)abstract
- This study seeks to understand how children express themselves socially and emotionally in play negotiations in early childhood education and care (ECEC) settings. It addresses the following research questions: What strategies do children employ in play negotiations? How do these strategies manifest themselves socially and emotionally? The study was conducted in eight ECEC centers and one preschool located in Swedish-speaking regions of Finland. The target group consisted of children aged 3–6. Data were collected through video observations that captured children’s social interactions and engagement with their peers during free play. A multimodal interaction analysis approach was employed to identify a prominent category termed ”exclusion”, which refers to how children employ strategies (e.g., fantasy and fiction) to limit the participation of other children in play negotiations. The results of this study contribute to our understanding of children’s complex play negotiations and highlight the significance of addressing their social and emotional development in these contexts.
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| 5. |
- Heikkilä, Mia, 1975-
(författare)
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Challenges and areas of interest when developing gender mainstreaming teaching
- 2013
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Ingår i: He Kupu. - Auckland. - 1179-6812. ; 3:3, s. 75-88
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Tidskriftsartikel (refereegranskat)abstract
- In 2011, the Swedish National Agency for Education initiated a national project to test and try out teaching methods that focused on achieving gender mainstreaming in preschools and schools in Sweden. With a mandate from the Swedish government, preschools and compulsory schools could apply to enhance gender equality in their institutions. The participating preschools and schools were required to cooperate with colleagues and other school staff in order to try out different methods aimed at achieving gender mainstream teaching. The national project was mainly carried out during the spring of 2012 and the project was completed that autumn. This paper presents the results from this national development endeavour and reflects on the educational, gender related challenges such a project raises. The aim of this paper is to show what a national project can achieve, and what effects a relatively short project can hope to have, in terms of teaching and teachers’ level of knowledge concerning gender mainstreaming.
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| 6. |
- Heikkilä, Mia, 1975-
(författare)
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Changing the gender balance in preschools : an analysis of active work carried out by seven Swedish municipalities
- 2019
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Ingår i: Education Inquiry. - : Routledge. - 2000-4508. ; 10:2, s. 134-150
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Tidskriftsartikel (refereegranskat)abstract
- The focus of this study is to examine seven municipalities that, in different ways, are working to recruit more men to work in preschools. The aim of the study is to identify different ways of working to recruit more men to work in preschools and to effect a change in the gender imbalance among the working staff in preschools. Relational agency is used as a conceptual tool in the analysis together with theories of organisational learning and change. The result is that municipalities use initiatives, one-dimensional processes or multi-dimensional processes when organising the change. These three ways of working characterise the work carried out. The work performed can in some cases be a mixture of all three, or at least comprise the first two—initiatives and one-dimensional processes. This shows how municipalities address the issue differently and the fact that the type of agency they take and are prepared to take—or the conditions needed to succeed—all differ. There is a great deal of variation in the work performed across the municipalities. One can discuss whether the municipalities more committed to change are also those more willing to have multi-dimensional processes.
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| 7. |
- Heikkilä, Mia, 1975-
(författare)
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Children's Gendered Play and Toys in Preschools
- 2016
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Ingår i: Celebrating 40 Years of Play Research. - Lanham : Hamilton Books. - 9780761868163 ; , s. 81-98
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Bokkapitel (refereegranskat)abstract
- The overall aim of this research is to develop updated knowledge on how gender is done in play and how toys can be seen as having an amplifying or moderating effect on gendered relations. In this article the use of toys as related to gender is taken into the analysis. Toys are a central aspect of children’s play and culture, or has become central since society has become more and more material and focused on technical tools and artefacts. The toy production has grown enormously during the last decades and toys have become more and more central in children’s lives. In this article the analysis focuses on what role toys play in children’s gendered play. The research reported in this article is an ethnographic study of the relation between gender, children, learning and toys/educational artefacts with a child perspective. The ethnographic work was done over six months from September 2013-March 2014. 19 children were included in the preschool group, and there was an equal mix of boys and girls. The children were 3.5 to 4.5 years old when I started the ethnographic process. One finding is that the toys can be placed in two main categories – interpreted toys and interpretable toys. The interpreted toys were such artefacts that we most commonly mean when we talk about toys – an artefact where an adult has decided what the artefact is an icon of, and what kind of play it should be used in/for, and also most often if it is meant for a girl or a boy. It is clear that gender negotiation is a very vivid part of children’s play. This study shows that what kind of toys children are using has an impact on how gender relations and play situations develop, and thereby on boys’ and girls’ learning boundaries.
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| 8. |
- Heikkilä, Mia, et al.
(författare)
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Debugging in Programming as a Multimodal Practice in Early Childhood Education Settings
- 2018
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Ingår i: Multimodal Technologies and Interaction. - : MDPI. - 2414-4088. ; 2:3
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to broadly elaborate on how programming can be understood as a new teaching scope in preschools, focusing specifically on debugging as one of the phases involved in learning to program. The research question How can debugging as part of teaching and learning programming be understood as multimodal learning? has guided the analysis and the presentation of the data. In this study, and its analysis process, we have combined a multimodal understanding of teaching and learning practices with understandings of programming and how it is practiced. Consequently, the multidisciplinary approach in this study, combining theories from social sciences with theories and concepts from computer science, is central throughout the article. This is therefore also a creative, explorative process as there are no clear norms to follow when conducting multidisciplinary analyses. The data consist of video recordings of teaching sessions with children and a teacher engaged in programming activities. The video material was recorded in a preschool setting during the school year 2017–2018 and consists of 25 sessions of programming activities with children, who were four or five years old. The results show how debugging in early childhood education is a multimodal activity socially established by use of speech, pointing and gaze. Our findings also indicate that artefacts are central to learning debugging, and a term ‘instructional artefacts’ is therefore added. Finally, the material shows how basic programming concepts and principles can be explored with young children.
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| 10. |
- Heikkilä, Mia, et al.
(författare)
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Differentiations in visibility - male advantages and female disadvantages in gender-segregated programmes
- 2020
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Ingår i: Frontiers in Sociology. - Lausanne : Frontiers Media S.A.. - 2297-7775. ; 5
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Tidskriftsartikel (refereegranskat)abstract
- This article stresses the importance of understanding that women and men in gender-segregated programmes experience their gender minority positions very differently. It stems from an interest in the kind of interventions that academia should address in order to reduce gender segregation and provide women and men with the same educational opportunities and personal development. In relation to the obvious and continuing gender differences along a horizontal dimension, previous research seems to have had a limited impact in breaking gender stereotypes and promoting women and men to more atypical fields. The empirical data consists of 25 semi-structured, individual interviews from underrepresented students' gender-related experiences/thoughts about their programmes. By using the concepts of “visibility,” “sense of belonging,” and “negotiating otherness” to analyze how negotiation and belonging are part of students' everyday university lives this study's most important contributions are its findings regarding the differentiations in visibility. A continuum of visibility experiences is explored, from men who receive positive attention to women who are being considered as less knowledgeable. Our visibility scale indicates, as does previous research, that there are differences between how female and male students become visible, but the differences can also appear within both groups of students. This knowledge is crucial when designing interventions so as to provide positive study environments for both women and men. Also—in a broader perspective—it is important in order to recruit and ensure that gender minority students remain in the programs. © 2020 Heikkilä, Isaksson and Stranne.
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