| 1. |
- Magnusson, Maria, 1960-, et al.
(författare)
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In 'Numberland': play-based pedagogy in response to imaginative numeracy
- 2018
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Ingår i: International Journal of Early Years Education. - : Informa UK Limited. - 0966-9760 .- 1469-8463. ; 26:1, s. 24-41
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Tidskriftsartikel (refereegranskat)abstract
- The overarching interest of this study concerns how to outline learning opportunities and support in early childhood education (ECE) without losing its play-based character. More specifically, the study reports an empirical investigation into the evolving activity of a 6.5-year-old child and an adult conversing about the child's drawing of 'Numberland'. What the child's drawing and his discussion about it with the adult tell us about his emergent mathematics skills is analysed. How the child shifts between speaking and enacting as if and as is, and how the adult supports his mathematics understanding through entering into the play-frame are analysed. How imaginary, play-based activities like this can provide the means for ECE and what this implies for the teacher are discussed.
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| 2. |
- Hofslundsengen, Hilde, et al.
(författare)
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The literacy environment of preschool classrooms in three Nordic countries : challenges in a multilingual and digital society
- 2020
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Ingår i: Early Child Development and Care. - : Taylor & Francis. - 0300-4430 .- 1476-8275. ; 190:3, s. 414-427
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates the physical literacy environment of preschools in three Nordic countries. The environments were assessed using an observation protocol in a total of 131 classrooms with children aged between one and seven in Sweden, Norway and Finland. The results showed that children’s books were common and accessible in all three countries. Half of the preschools had a writing centre, and digital devices were available in less than half of them. Multilingual children were present in 82% of the classrooms, but texts and books in the multilingual children’s first languages were rare. Taken together, the results suggest that children’s books were the main gateway to literacy in these preschools, while artefacts supporting writing skills and digital literacy were less common. The findings indicate that the physical environment in these preschools did not reflect the ongoing societal changes towards increased multimodal literacy.
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| 3. |
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| 4. |
- Mellgren, Elisabeth, 1952, et al.
(författare)
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Den samtida textmiljön
- 2019
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Ingår i: Att möta barns sociala språkmiljö i förskolan. Maria Magnusson, Martina Norling (red). - Stockholm : Liber AB. - 9789147128181 ; , s. 127-142
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Alatalo, Tarja, et al.
(författare)
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Høgtlesing og tidlig skriving i svenske og norske barnehager
- 2020
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Ingår i: Norsk Barnehageforskningskonferanse. ; , s. 14-14
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Konferensbidrag (refereegranskat)abstract
- Bakgrunn: Tidlig skriftspråkutvikling har vist sammenheng med senere lese- og skriveferdigheter i skolen. I barnehagen er det behov for en didaktikk der lek er kjernen, og hvor alle barn får mulighet til å kommunisere, utforske og leke med skrift. For å få til dette har det betydning hvordan et innhold som skrift representeres og behandles i barnehagen. Hensikten med denne studien er å bidra med kunnskap om hvordan nordiske barnehagelærere tilrettelegger for skriftspråklæring i nordiske barnehager. Følgende forskningsspørsmålet er sentralt: Hvilken oppfatning, praksis og erfaringer beskriver barnehagelærere at de har med høytlesing og skriving?Metode: 76 barnehagelærer i Sverige og 92 barnehagelærer i Norge besvarte et spørreskjema med åpne og lukket spørsmål om høytlesing og skriving. Resultatene ble analysert med frekvensanalyse i SPSS og med kvalitativ innholdsanalyse av åpne spørsmål.Resultater: Preliminære funn viser at det er mindre skriving på småbarnsavdeling og stor variasjon i tekstmiljøet knytt til skriving for eldre barn. Høytlesing er en sentral del av barnehagens virksomhet, men det er stor variasjon i vilkårene for høytlesning, hva som leses, hvorfor og hvor ofte det leses.Implikasjoner for praksis: Studien kan styrke barnehagelærers didaktikk innenfor språk og kommunikasjon gjennom å løfte frem eksempel på hvordan barnehagelærer legger til rette for høytlesing og skriving. Barnehagelærer trenger kunnskap om høytlesing som en didaktikk hvor skriftspråket er i sentrum og hvordan man tilrettelegger for skriving om funksjon, og ikke først og fremst som form, for de yngste barna.
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| 6. |
- Björklund, Camilla, 1977, et al.
(författare)
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Teachers' involvement in children's mathematizing - beyond dichotomization between play and teaching
- 2018
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Ingår i: European Early Childhood Education Research Journal. - : Taylor & Francis. - 1350-293X .- 1752-1807. ; 26:4, s. 469-480
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Tidskriftsartikel (refereegranskat)abstract
- The focus of this article is on mathematics teaching in a play-based and goal-oriented practice, such as preschool, and on how different lines of actions may impact children's learning opportunities. Video recordings of authentic play activities involving children and nine teachers from different preschools were analyzed qualitatively to answer the following research questions: (1) What lines of action do teachers use when they teach mathematics in play? and (2) What implications may different ways of teaching have for children's learning opportunities? The analysis revealed four different categories: confirming direction of interest; providing strategies; situating known concepts; and challenging concept meaning. As these differ regarding both the mathematics content focused on and the kind of knowledge emphasized, they have implications for children's learning opportunities.
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| 7. |
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| 8. |
- Magnusson, Maria, 1960-, et al.
(författare)
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Nordic Preschool Student Teachers’ Views on Early Writing in Preschool
- 2022
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Ingår i: International Journal of Early Years Education. - : Informa UK Limited. - 0966-9760 .- 1469-8463. ; 30:4, s. 714-729
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates preschool student teachers’ views on how early writing should be supported in preschool. The sample consists of 66 preschool student teachers from Finland, Norway, and Sweden, who participated in the study by responding to open-ended questions on a written questionnaire. Results show that the respondents’ answers were underpinned by holistic views on children’s learning; they value children’s own initiative as a decisive learning factor. Further, the responses underscore the importance of a writing-inviting environment and the preschool teachers acting as role models. The respondents rarely offered explicit theoretical reasons and arguments for why they would encourage early writing. Based on the findings, it appears critical to discuss within the profession the issue why early writing should be encouraged.
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| 9. |
- Alatalo, Tarja, 1961-, et al.
(författare)
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Read-Aloud and Writing Practices in Nordic Preschools
- 2023
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 68:3, s. 588-603
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated preschool teachers’ read-aloud and writing practices using a questionnaire about how activities were planned and organized, and what their purpose was. The sample consisted of 222 participants from Finland, Norway, and Sweden. Data was analyzed using a mixed methods approach. The results indicate that early literacy practices were not planned systematically. Most of the preschool teachers (77%) reported having storybook read-alouds at least three times per week. A large minority (45.5%) reported never or seldom using writing activities, and rarely in play. The main aims of read-alouds were to promote learning and development, create a sense of community, and regulate group activities. The main aims of writing practices were to learn about letters, understand the function of print, and arouse interest in writing. We discuss the implications of these findings in relation to a need for a didactic approach, where play is the core of early literacy practices.
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| 10. |
- Hofslundsengen, Hilde, et al.
(författare)
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ECEC Teachers’ Reported Practices and Attitudes Toward Read-Alouds in Nordic Multilingual Classrooms
- 2023
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Ingår i: Nordic Journal of Literacy Research. - : Cappelen Damm Akademisk. - 2464-1596. ; 9:2
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated teachers’ self-reported read-aloud practices in multilingual early childhood education and care (ECEC) classrooms in Finland, Norway, and Sweden. A total of 170 ECEC teachers participated in a survey about read-aloud practices. Data on literacy practices were analyzed quantitatively, and reasons for read-aloud approaches were qualitatively analyzed. The results showed that the ECEC teachers reported overall similar read-aloud practices regardless of the number of multilingual children in their classrooms; still, some degree of difference in didactic choices was found. Thirty-eight percent of the teachers chose a different book when reading to multilingual rather than monolingual children. Their reasons included a view of multilingual children as having different reading needs than monolingual children, such as simpler books with more illustrations. Choosing simpler books might be beneficial early in second-language development, especially when using a dialogic reading style for making the book accessible to more children. On the other hand, these reasons might indicate an underlying perception of all multilingual children as in more need of a teaching tone with explanations and instructions and less of an exchange tone with an active exchange of knowledge in read-aloud practice. The overall results point to read-alouds as an important early literacy activity in ECEC classrooms.
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