| 1. |
- Hofslundsengen, Hilde, et al.
(författare)
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Preschool literacy environment in the Nordic countries
- 2016
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Ingår i: Abstract book. 26th EECERA Annual Conference, Happiness, Relationships, Emotion & Deep Level Learning, Dublin, 31st-3rd September, 2016.
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Konferensbidrag (refereegranskat)abstract
- The aim of the current study was to detect similarities and differences in the preschool literacy environment in the Nordic countries, with a special focus on what the environment offered to multilingual children who do not speak the language. Some minor studies (Bøyum, Hofslundsengen, Haukedal & Pedersen, 2016; Dahlgren, Gustafsson, Mellgren & Olsson 2013; Mellgren, Skriver Jensen & Hansen 2010; Mårdsjö Olsson & Löfström 2008; Simonsson, 2004; Svensson 2005, 2007, 2009; Öman 1986) has indicated less literacy activities in some preschools. This study expands on the earlier work of literacy environment. The theoretical base is socio-cultural as artefacts are looked upon as vehicles of the culture in which children live. We present a survey of the literacy environment in Finland, Norway and Sweden. The data consisted of mapping in 20 preschool classrooms in each of the three countries including number of books, children's access to books, reading and writing activities and digital tools. The participating preschools gave informed consents to data collection. This study contributes to knowledge about what experiences of literacy children at the ages of 0 to 6 years get during their stay in preschool, if these experiences differ among the Nordic countries and if so, how and in what way they differ. The finding from the study adds to the limited knowledge about literacy learning in the Nordic preschool system, 171 and implies the importance of preschools literacy environment for children's development of emergent literacy skills.
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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. |
- Magnusson, Maria, 1960-, et al.
(författare)
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Early literacy in a Nordic perspective : Discernment and patterns in degree project for preschool teachers
- 2016
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Ingår i: Abstract book. 26th EECERA Annual Conference, Happiness, Relationships, Emotion & Deep Level Learning, Dublin, 31st-3rd September, 2016.
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Konferensbidrag (refereegranskat)abstract
- The aim of the pilot study is to generate knowledge about how to support preschool teacher students' abilities to communicate the results of the Degree Project related to previous research and teaching as profession. More specifically, we aim to investigate into what aspects are discerned and noticeable and come into foreground. Relation to previous work on the learning process (Marton, 2015) and teachers-students' global competencies (Tarrant, Rubin & Stoner, 2013). The theoretical base of the study is variation theory (Marton, 2015) and its theoretical concepts of variation and discernment. Video-observation is used for capturing verbal expression. The participating students gave informed consents to the video recording and how it will be used. Recordings are stored in accordance with rules and guidelines of Swedish Research Council (Vetenskapsrådet, 2011). The global/Nordic classroom seems to help students catch sight of the similarities and differences in a metaperspective, in relation to the Degree project, but also to the profession. Preliminary results show that student seem to make independent judgments and commute between the scientific and professional. Findings support further tests of the possibility to let students write their Degree project in a specific field such as Early Literacy and implement ''webinars'' in the global/Nordic classroom.
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| 5. |
- 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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| 6. |
- Magnusson, Maria, 1960-
(författare)
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Skylta med kunskap : en studie av hur barn urskiljer grafiska symboler i hem och förskola.
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The topic of this study is to generate knowledge about children’s understandingof graphical symbols. These forms of knowledge are prevalent in contemporarysocieties, for example, in the form of letters, numbers, road signs, maps, andcomputer icons. More specifically, in this thesis is scrutinized in detail howchildren develop symbolic skills and how this can be supported througheducational activities. The theoretical basis of the study is variation theory(Marton & Tsui, 2004). This theory conceptualizes learning in terms ofdifferentiation and integration. Two empirical studies are reported. The first isabout two children, Olle and Lasse, who both are in the age span four to fiveyears. How these children handle graphical symbols in the form of producingsigns that they put up in their homes are followed over time. Hence, thechildren’s own make and use of symbols in their everyday life are studied. In thesecond empirical study, the findings from the first study and theoretical insightfrom variation theory are orchestrated in a preschool center with two teachersand twelve children, to see if these principles can be functional in supportingchildren’s development of symbolic understanding. Both studies are based onvideo data. The findings are that a particular pattern of variation entitled,‘contrast’ is functional in developing such insight, while another pattern ofvariation entitled, ‘induction’ is not. In addition, meta-communication is arguedto be important not only for the researcher to gain access to the child’sunderstanding but also to the child’s development as such. The theoreticaldistinction made by Vygotsky between ‘pseudo concepts’ and ‘concepts (proper)’is used to discuss the findings.
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| 7. |
- 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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| 8. |
- Mellgren, Elisabeth, et al.
(författare)
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Den samtida textmiljön i förskolan
- 2019
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Ingår i: Att möta barns sociala språkmiljö i förskolan. - Stockholm : Liber. - 9789147128181 ; , s. 129-142
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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