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- Alnervik, Karin, 1958-, et al.
(författare)
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Barn och vårdnadshavares minnen av deltagande i pedagogisk dokumentation
- 2018
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Ingår i: Nordisk Barnehageforskning. - : OsloMet – storbyuniversitetet. - 1890-9167. ; 17:1
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Tidskriftsartikel (refereegranskat)abstract
- Syftet med artikeln är att bidra till kunskapandet om pedagogisk dokumentation med specifikt fokus på dokumentationens betydelse ur ett demokratiperspektiv. Trots många studier kring pedagogisk dokumentation finns det få studier som explicit utgår ifrån barn och vårdnadshavares perspektiv. I artikeln analyseras barns och vårdnadshavares samtal utifrån minnesbilder, vilka framträder i fokusgruppssamtal, från förskoletiden i relation till pedagogiskt dokumentationsarbete. Resultatet visar att den pedagogiska dokumentationspraktiken bidrog till skapandet av en praktikgemenskap på förskolan vilket i sin tur möjliggjorde en demokratisk undervisning.
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| 2. |
- Alnervik, Karin, 1958-, et al.
(författare)
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Do we trust the process? Learning in preschool
- 2014
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Ingår i: Us, Them & Me: Universal, Targeted Or Individuated Early Childhood Programmes. - : European Early Childhood Education Research Association (EECERA).
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Konferensbidrag (refereegranskat)abstract
- The aim is to develop knowledge about young children’s learning of academic concepts as embodied actions and through imagination. In the Swedish preschool curriculum academic subjects such as math and science has been emphasised and the teachers are required to document, what is formulated, as the child’s ‘changed knowing’. There are tendencies that changed knowing is interpreted within two discourses: Goalrational learning versus goalrelational learning. In the former, learning academic subjects becomes a cognitive endeavour similar to teaching older children. In goal relational approaches curriculum goals are interpreted as tools in exploratory processes. We take a sociocultural perspective and apply Wartofsky’s idea of bodily representations and concepts. The empirical data is teachers’ pedagogical documentation in terms of photo images, dialogues between children-children and children-pedagogues and the pedagogues reflections. Interaction and conversation analysis based on the conceptual framework. The pedagogical documentation has been approved for research analysis. We had follow the Swedish ethical rules and guidelines for research in the humanities and social sciences. The result shows that in projects where preschool curriculum goals as, for example math and science, are considered as ‘tools’ and where children are enabled to engage with their whole body and through imagination, scientific concepts become tools in their exploration. An implication is the significance in preschool of taking children’s interest and engagement with their whole body as well as imagination as necessary components in learning processes.
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| 5. |
- Ferholt, Beth, et al.
(författare)
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Creativity in education : Play and exploratory learning
- 2015. - 1
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Ingår i: Contemporary approaches to activity theory. - Hershey : IGI Global. - 9781466666030 - 9781466666047 ; , s. 264-284
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Bokkapitel (refereegranskat)abstract
- The goal of this chapter is to respond to the scarcity of literature on creativity that is relevant both to CHAT and in the field of education. The authors explore Vygotsky's writings on creativity, imagination, art, and play in relation to three Swedish preschool projects that practice a pedagogy of exploratory learning. Also included are discussions of imagination versus realistic thinking, syncretism in children's creative work, and play as a creative activity. Because this study was a formative intervention, the pedagogy of exploratory learning became significant in the analysis. The bulk of the chapter consists of thick descriptions of the projects and discussion of aspects of creativity as they appear in the projects. The data was collected by teachers and a research team that consisted of the authors of this chapter. Data collection in the three projects took place before the intervention took place, during the initial phases of the intervention, and after the intervention had become an annual theme for the preschools. The research was initially guided solely by a cultural historical understanding of creativity, while the analysis brought CHAT into dialogue with postmodern writings that are related to exploratory learning.
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| 6. |
- Ferholt, B., et al.
(författare)
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Creativity in education : Play and exploratory learning
- 2015
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Ingår i: Contemporary Approaches to Activity Theory. - Hershey : IGI Global. - 9781466666047 - 9781466666030 ; , s. 264-284
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Bokkapitel (refereegranskat)abstract
- The goal of this chapter is to respond to the scarcity of literature on creativity that is relevant both to CHAT and in the field of education. The authors explore Vygotsky's writings on creativity, imagination, art, and play in relation to three Swedish preschool projects that practice a pedagogy of exploratory learning. Also included are discussions of imagination versus realistic thinking, syncretism in children's creative work, and play as a creative activity. Because this study was a formative intervention, the pedagogy of exploratory learning became significant in the analysis. The bulk of the chapter consists of thick descriptions of the projects and discussion of aspects of creativity as they appear in the projects. The data was collected by teachers and a research team that consisted of the authors of this chapter. Data collection in the three projects took place before the intervention took place, during the initial phases of the intervention, and after the intervention had become an annual theme for the preschools. The research was initially guided solely by a cultural historical understanding of creativity, while the analysis brought CHAT into dialogue with postmodern writings that are related to exploratory learning.
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| 7. |
- Ferholt, Beth, et al.
(författare)
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Current playworld research in Sweden : Rethinking the role of young children and their teachers in the design and execution of early childhood research
- 2016
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Ingår i: Disrupting early childhood education research. - Abingdon : Routledge. - 9781138839106 - 9781138839113 - 9781315733623 ; , s. 117-138
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Bokkapitel (refereegranskat)abstract
- If we consider research to be “re-searching,” or searching again (Paley, 1992), then early childhood research is happening all the time in early childhood education, not only during academic research studies. This research is being carried out not only by researchers but also by teachers and young children as they form community and make meaning in their classrooms. How such re-searching takes place in one early childhood research project is the topic of this chapter.
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| 10. |
- Ferholt, Beth, et al.
(författare)
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Playworlds and Reggio Emilia-Inspired Swedish Preschool Pedagogy : Imaginative Education in Preschool Didactics
- 2014
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Konferensbidrag (refereegranskat)abstract
- In this presentation we will present several projects that have taken place over the past year in three Swedish preschools. These preschools are inspired by approaches developed in the internationally-known preschools of Reggio Emilia, Italy and these preschools have been participating in a research project that combines their own pedagogy of exploratory learning with an educational activity, a form of adult-child joint play, called playworlds. Playworlds were originally developed by Swedish scholar Gunilla Lindqvist to study what she called the common denominator of art and play, have been further developed by Finnish scholar Pentti Hakkarainen and are based in L. S. Vygotsky’s theories play and creativity. The Swedish playworld projects that we will present can be considered to be forms of Imaginative Education particularly in their incorporation of cognitive tools for mythic understanding. Through their use of these tools they demonstrate the centrality of imagination in preschool “learning.”Further information on the presentation:This presentation will include films and slides so that our audience develops an experiential appreciation of the unique qualities of these projects. We will highlight the use of story, metaphor and abstract binary oppositions in these projects. We will use our understanding of Vygotsky’s theories of play and creativity, in which imagination and creativity are aspects of the same process, and in which this process is embodied, for young children, in play, to show the ways that these play projects were an integral part of the exploratory learning that was taking place in these preschools. In our discussion of the projects we will explore with our audience the ways that the connections between imagination and learning can be understood by challenging the common divide between realistic thinking and fantasy. This divide is, we believe, at the core of positions that dismiss or overlook the centrality of imagination in “learning”. Early childhood is often officially ignored by such positions but, we will argue, preschool didactics is still profoundly (and (possibly increasingly) influenced by this divide.
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