| 1. |
- Magnusson, Maria, 1960-, et al.
(författare)
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Att tillägna sig skriftspråkliga verktyg genom att leka affär
- 2019
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Ingår i: Forskning om undervisning och lärande. - : Lärarstiftelsen. - 2000-9674 .- 2001-6131. ; 7:1, s. 23-43
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Tidskriftsartikel (refereegranskat)abstract
- Artikeln fokuserar ett tema över tid i form av affärslek där förskollärare såväl som barn har olika roller, både i tillblivelsen och i utvecklingen. Studien ingår i ett större projekt om lekbaserad undervisning i förskolan. Empiri för den aktuella studien utgörs av videoobservationer av återkommande affärslek i en förskola. Syftet var att studera hur skriftspråkliga verktyg kommer i spel mellan barn och mellan förskollärare och barn för att stödja barns symbolförståelse. Resultaten visar: (i) vilka skriftspråkliga verktyg (begrepp, distinktioner) som förs in och aktualiseras i leken och (ii) hur dessa approprieras och ges betydelse för lekens fortsättning. Den aspekt av skrift som blir särskilt tydlig är symbolers kommunikativa funktioner. För lekens fortskridande blir det skriftspråkliga innehållet betydelsefullt liksom hur förskolläraren i lek hanterar skriftspråkliga verktyg i respons på barns agerande. Studien ger, genom sin empirinära analys, exempel på undervisning på basis av lek i förskolan.
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| 2. |
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| 3. |
- Magnusson, Maria, 1960-, et al.
(författare)
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Lekresponsiv undervisning – symbolers kommunikativa funktioner
- 2023
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Annan publikation (populärvet., debatt m.m.)abstract
- Lek och tematiskt arbetssätt är centralt i förskolan och ger barn möjlighet att leka fram sin förståelse. Genom lekresponsiv undervisning kan förskollärare skapa förutsättningar för barn att exempelvis lära om symbolers kommunikativa funktioner utan att sitta och träna på alfabetet.
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| 4. |
- 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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| 5. |
- Magnusson, Maria, 1960-, et al.
(författare)
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“What about playing shop?” : Appropriating written tools by playing shop
- 2022
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Ingår i: 30<sup>th</sup> EECERA Annual Conference Conference Proceedings: Book of Abstracts. ; , s. 98-99
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Konferensbidrag (refereegranskat)abstract
- The aim is to study how literate tools come into play between children and teachers in the activity of “playing shop”. The project as wholeness is published in the open access book: Play-Responsive Teaching in Early Childhood Education On an overall level the research project took starting point in Development Pedagogy (Pramling & Pramling Samuelsson, 2011) but developed into what now is labelled play-responsive teaching – a theoretical approach contributing to the notion of teaching and didactics in preschool. In the present study concepts are treated ‘as if’ (fiction) and ‘as are’ (facts) which are characteristic of play-responsive teaching. The study is a case study with focus on written language tools and how these are communicated in play, as well as how these are appropriated and become part of the development of the paradigm for the whole research project. The interactive analysis establishes a comprehensible narrative built on four video recordings. Data consist of video observations of recurrent play with a teacher in a preschool (4-5 years). The study follows the Swedish Research Council's guidelines (2017) for good research practice regarding information, consent, confidentiality and use. The children's guardians have given their consent. The results show: (i) which written language tools (concepts, distinctions) are introduced and actualized in the play and (ii) how these are appropriated and given significance for the continuation of the play. The aspect of writing that becomes particularly clear is the communicative functions of symbols. How play and learning can be related in practice.
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| 6. |
- Pramling, Niklas, 1973, et al.
(författare)
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Play-responsive teaching in early childhood education
- 2019
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Bok (refereegranskat)abstract
- This open access book develops a theoretical concept of teaching that is relevant to early childhood education, and based on children’s learning and development through play. It discusses theoretical premises and research on playing and learning, and proposes the development of play-responsive didaktik. It examines the processes and products of learning and development, teaching and its phylogenetic and ontogenetic development, as well as the ‘what’ of learning and didaktik. Next, it explores the actions, objects and meaning of play and provides insight into the diversity of beliefs about the practices of play. The book presents ideas on how combined research and development projects can be carried out, providing incentive and a model for practice development and research. The second part of the book consists of empirical studies on teacher’s playing skills and examples of play with very young as well as older children.Table of contentsPart IDeveloping Play-responsive Didaktik – Mission Impossible?Learning, Teaching, and DidaktikPlaying, Playworlds, and Early Childhood EducationA Combined Research and Development ProjectPart IIThe Lava-Shark: Teachers Attempting to Enter Children’s PlayThe Lion and the Mouse: How and Why Teachers Succeed in Becoming Participants in Children’s Ongoing PlayGoldilocks and Her Motorcycle: Establishing Narrative FramesThe Triangle-Lady and Billy Goats Gruff: Constituting Contents for Learning in PlayWhen Kroko-the-Crocodile Got SickThe Magical Fruits: Establishing a Narrative Play Frame for Mutual Problem SolvingThe Letter Thief: From Playing to Teaching to Learning to PlayingPart IIIA Play-responsive Early Childhood Education didaktik
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| 7. |
- Pramling Samuelsson, Ingrid, et al.
(författare)
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Hur blir man en lekande undervisande förskollärare?
- 2023
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Annan publikation (populärvet., debatt m.m.)abstract
- När förskolläraren blir en del av leken öppnar sig oändliga möjligheter till att påverka barns lärande och utveckling. Ingrid Pramling Samuelsson och Maria Magnusson berättar om lekresponsiv undervisning, där lärares undervisning och barns lärande blir en fråga om kommunikativ förhandling.
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| 8. |
- Pramling Samuelsson, Ingrid, et al.
(författare)
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Introduktion
- 2023
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Ingår i: Den lekande undervisande förskolläraren. - Lund : Studentlitteratur AB. - 9789144162379 ; , s. 19-24
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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