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- Bath, Caroline, et al.
(författare)
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The ignored citizen: Young children’s subjectivities in Swedish and English early childhood education settings
- 2016
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Ingår i: Childhood. - : SAGE Publications. - 0907-5682 .- 1461-7013. ; 23:4
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Tidskriftsartikel (refereegranskat)abstract
- This article looks at examples of young children acting as citizens and aims to illuminate these by utilising Biesta’s exposition of subjectification and socialisation conceptions of citizenship. Specifically, the article applies the concepts of ‘dissensus’, taken from Rancière’s work; ‘agonism’, taken from Mouffe’s work; and solidarity from Levinas’ work to actual ‘scenes’ from Swedish and English early childhood education settings. It also discusses these in relation to other contemporary work on concepts of children’s citizenship and our own theories of young children’s play.
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| 2. |
- Karlsson, Rauni, et al.
(författare)
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A snapshot of substitute early childhood teachers in Sweden and Australia: Differences in training, regulation and quality
- 2018
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Ingår i: Journal of Early Childhood Studies. - : Association for the Development of Early Childhood Education in Turkey. - 2564-7601. ; 2:1, s. 21-32
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Tidskriftsartikel (refereegranskat)abstract
- Substitute teachers play an important role within early childhood education. They are expected to take on the roles and responsibilities of working with children and parents when the regular teacher is away. While they have an important role, they have received little attention within the research literature. This study helps to fill this void by providing a snapshot of early childhood substitute teachers in Sweden and Australia. A comparative analysis was used to find similarities and differences across the two contexts. Findings show that while the role may be similar, there are many differences in the training, regulation and quality assessment of early childhood substitute teachers. These differences are important for investigation to help improve the quality within early childhood education.
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| 3. |
- Karlsson, Rauni
(författare)
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A Universal Preschool- Children as Co-constructors of Democratic Values in a Preschool Setting
- 2005
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Ingår i: NERA Congress 2005.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The background for an ongoing study, of which parts are presented in this paper, is the new universal pre-school for four and five year old children (Skolverket, 1999). Data is obtained from field observations during a two week period on an effort to elaborate and develop methods and theoretical perspective. In this paper the intention is to bring forward and discuss how children participate as co-constructors of democratic values in an every-day pedagogical content in a preschool setting. A question to be answered is: How do teachers and children interact in the construction of democratic values?
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| 7. |
- Karlsson, Rauni
(författare)
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Democratic values in the everyday life of the preschool child
- 2010
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Ingår i: OMEP World Organisation for Early Childhood Education.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- I draw attention to what democracy can mean from children’s perspectives and I am interested in what we can learn from children and how to work with democracy in preschool. In Sweden it is often discussed that children must be involved and gain influence in preschool in accordance with democratic values. So what does democracy in preschool means if you choose to focus on the children’s perspective? Raising democratic citizens is included in the discussion of sustainable development, as it is not only about environmental issues or economic factors but the fact that and how social aspects and human relations contribute to societal development. My aim is to investigate how democratic values, such as responsibility, care and respect, are expressed in children’s relations in preschool everyday life. Research questions concern what children can contribute with and how they do this. In my work, I have found that children take responsibility in the following themes: Following institutional rules, the content of play, own actions and everyone’s participation. Children care about other’s well-being, everyone’s participation in the group and other’s right to participate in play. The children respect institutional rules, the pedagogical position of the teacher and the interests of others. I am going to demonstrate three examples where children in their own interaction and with their teachers shape and express responsibility, care and respect.
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| 10. |
- Karlsson, Rauni
(författare)
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Demokratiska värden i förskolebarns vardag
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The theme of this thesis is democratic values in pre-school and how these are revealed in the children’s relations in that setting. It describes what the children take responsibility for and how they do it; how they demonstrate care in the sense of consideration, and what they show respect for and how they show it. The study was carried out within the framework of the state pre-school as portrayed in two pre-school departments in a municipality in western Sweden. The daily activity was followed in two pre-school groups comprising children aged 3-6 years, among which field studies were carried out over a total of 36 weeks. Observations focusing on the children’s behaviour and their communication both with each other and the teachers, made with the help of an open research protocol, audio-recordings and diary notes, resulted in descriptive field records, which were analysed in four stages. The understanding of domain theory was used as a conceptual tool for comprehending and explaining how values, value judgement and consensus may be distinguished and sorted. The analytical procedure has been influenced both by a perspective of positioning and power relations and interpretation based on value theory. The analysis has resulted in three thematic values, among which Responsibility is shown in the way the children behave in words and actions, meaning that the children do not speak about taking responsibility but, a fact that is central to this study, initiate responsibility. They show in different ways that they take responsibility for everyday matters both on their own behalf and on behalf of others. Care refers to the perception of others’ needs in an empathic way, and that the children demonstrate by their actions an empathic understanding of someone else. This means that care is a value that the children use in order to support each other within their cultural community as separate from adults’ perspective. In this way, their caring acts sometimes appear to be in opposition to the perspective that the teachers’ positions express. Respect is shown to be a value that means that the children, when encountering another, abstain from what they are doing or change their current position for that other person’s benefit. In certain situations, the children abstain from their self-chosen position in favour of a social convention or an opinion that is asserted, which means that respect is embedded in a complex way. Gender differences have been identified as an all-pervading theme in the empirical material. An important part of the children’s experiences takes place in the group divisions between girls and boys, which is why these affect the affinity that they develop. In the everyday structure, girls and boys participate as social actors with expectations and norms formed with the support of the gender differences that are made. Both girls and boys stress the importance of their fellowship, while at the same time a pattern can be discerned that ascribes girls and boys different degrees of agency.
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