| 1. |
- Ekberg, Jan-Eric, et al.
(författare)
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Didaktik informed teaching arrangements in preschool with a focus on movement
- 2022
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Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2, s. 141-172
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Tidskriftsartikel (refereegranskat)abstract
- Most children attend preschools in Sweden,and preschool is thus an important arena for children’s development and growth as well asforthedevelopment of and through movement. However, little is known about the teaching of movement in Swedish preschools. This article develops knowledge of what can characterize such teaching, particularly regarding goal and motive, content,and teaching actions. The material was generated in 2018–2019 in collaboration with 42 preschool departments in Sweden. The theoretical approach is didaktik, and “why”, “what”, and “how”questions are used as analytical tools. A variety of content can be seen, such as fundamental movement skills, different aspects of movement and, in a few teaching arrangements, physical activity. The teaching is often led by the teacher, though the children are sometimes co-leaders. The results also indicate a focus on inherent values but also on investment and added values. The study highlights the importance of preschool teachers’ attention to the prospective object and purpose of teaching movement, but also of teachers’ competence and the need for conscious strategies for teaching movement. Through well-grounded didaktik choices, children can be offered good opportunities to experience and explore movement.
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| 2. |
- Hansen, Helena, et al.
(författare)
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STREAM didaktik in preschool with literacy(s) in focus – between opening to the unknown and searching for the known
- 2024
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Ingår i: Utbildning och Lärande / Education and Learning. - : Dalarna University. - 2001-4554. ; 18:1
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Tidskriftsartikel (refereegranskat)abstract
- The study in this paper aims to contribute knowledge about what characterizes STREAM didaktik in preschoolbased on a theory-informed teaching arrangement in an ULF2 network. The study is guided by the question:What can characterize STREAM didaktik in preschool with a focus on literac/y/(ies) in what and who/whichquestions? Theoretically, the study is connected to three main concepts: STREAM, didaktik and literacy. Thematerial consists of 85 documents, totalling 14, 200 words and 2.5 hours of film focusing on planning andconducting teaching in preschool. The knowledge contribution is: 1) STREAM didaktik with literacy(s) in focusappears as a relation between general didaktik and subject didaktik in preschool, 2) STREAM didaktik withliteracy(s) in focus can also be seen as a bridge between opening to the unknown and searching for the knownin a movement between planned and spontaneous teaching in preschool, and 3) STREAM didaktik with focuson literacy(s) in what and who/which questions can be tried in terms of STREAM actors.
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| 3. |
- Holmberg, Ylva, et al.
(författare)
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Characteristics of teaching music in preschool : The written descriptions of Swedish preschool teachers and principals
- 2022
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Ingår i: Finnish Journal of Music Education. - : Finnish Society of Research in Arts Education; Hollo-Institute. - 1239-3908. ; 25:1, s. 29-52
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Tidskriftsartikel (refereegranskat)abstract
- The article is based on a questionnaire answered at the beginning of two R&D programmes (“Multivocal teaching and co-assessment in preschool” in January 2016 and “Multivocal didactic modelling: Collaborative research regarding teaching and co-assessment in Swedish preschools” in July 2018). The programmes aimed to describe and produce further knowledge about what may characterise teaching in preschool. When the programmes began, participating preschool teachers and principals completed a questionnaire in which one question was specifically oriented towards what might characterise teaching in music. The aim of the article is to contribute knowledge about what may characterise teaching in music in preschool from a didactic perspective. The empirical material consists of a total of 374 completed questionnaires. A didactically oriented abductive analysis was performed. Five conclusions can be drawn. 1) A weak grounding in music theory and/or musical methodology reveals a shortcoming in the preschool teacher’s use of research as a basis for teaching. 2) Music is perceived as a means rather than a goal, which may in the long term weaken music as content. 3) Words such as “experience” and “challenges” occur so infrequently as to suggest that children don´t get challenged in music education. 4) The subject of music as form and “doing” is a strong trace, perhaps at the expense of artistic and scientific aspects. 5) Digital possibilities are downplayed, possibly resulting in the children missing out on, for example, the creation of music that can be reproduced and the introduction of musical instruments that are generally not available in preschools. The results of this study encourage reflection on alternative ways of teaching music in preschool, which includes music teaching driven by a child´s right to music for the sake of music and based on research and music didactic, with a focus on the art and science of music.
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| 4. |
- Holmberg, Ylva, et al.
(författare)
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Flerstämmig musikundervisning i förskola
- 2018
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Ingår i: Barn. - : Norsk senter for barneforskning (Noseb). - 0800-1669. ; 36:3-4, s. 79-94
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Tidskriftsartikel (refereegranskat)abstract
- Tidigare studier inom musik och förskola i nordisk och svensk förskoleforskning har oftare fokuserat lärande än undervisning (Vallberg Roth 2018). Inom området Eary Childhood Music Education råder det brist på forskning som berör själva processen att undervisa och teoretisering av den. I ett samverkansprojekt har didaktiska grundfrågor fått fungera som en bro mellan process och teoretisering. De didaktiska frågorna har även bidragit till att flytta fokus från lärande till undervisning i deltagande förskollärares musikundervisning. Syftet med föreliggande studie är att utveckla kunskap om vad som kan känneteckna musikundervisning i förskola. Didaktiskt orienterad abduktiv analys har genomförts av 349 skriftliga dokument och 63 filmtimmar från 121 förskolor/avdelningar i tio kommuner. Resultatet visar spår av flera infallsvinklar och variation av närmanden vilket leder till flerstämmig musikundervisning, dels utifrån musikens flera dimensioner (akustisk, emotionell, existentiell, motorisk-kinestetisk och strukturell), dels utifrån musikundervisningens flera aspekter (konst-, hantverks och vetenskapsorienterade).
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| 5. |
- Holmberg, Ylva, et al.
(författare)
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Lyssnandets didaktik som grundton i flerstämmig undervisning – exemplet rytmatik
- 2022
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Ingår i: Nordisk Barnehageforskning. - : Cappelen Damm Akademisk. - 1890-9167 .- 1890-9167. ; 19:4, s. 183-205
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Tidskriftsartikel (refereegranskat)abstract
- Artikeln baseras på en delstudie i ett FoU-program1 som syftar till att beskriva och vidareutveckla kunskap om vad som kan känneteckna undervisning i förskola. Programmet och delstudien genomförs i samverkan mellan förskollärare, ledare och forskare. Medverkande utprövar fyra teoriinformerade undervisningsupplägg varav föreliggande artikel fokuserar ett didaktiskt och poststrukturellt informerat upplägg. Artikeln vägleds av frågan: Vad kan känneteckna innehåll i undervisning utifrån ett didaktiskt och poststrukturellt informerat undervisningsupplägg med fokus på musik och matematik i förskolan? Artikeln syftar specifikt till att pröva begreppen ”lyssnandets didaktik” och ”rytmatik”. En didaktiskt orienterad abduktiv analys har genomförts. Resultatet öppnar för att den innehållskombination som begreppet rytmatik erbjuder kan prövas som alternativ till mer ämnesinriktad musik- och/eller matematikundervisning där grundtonen för flerstämmig undervisning är lyssnandets didaktik.
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| 6. |
- Holmberg, Ylva, et al.
(författare)
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Post-structurally and didaktically informed teaching arrangements in preschool : exemplified by “rhythmatechs” as multivocal teaching
- 2022
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Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2, s. 212-248
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Tidskriftsartikel (refereegranskat)abstract
- The article is based on a substudy in an R&D programme in which participants try out a didaktically and post-structurally informed teaching arrangement. The article is guided by the question What can characterise the “what”, “how”, and “why” questions of teaching from the standpoint of a post-structurally and didaktically informed teaching arrangement in the preschool? The substudy is based on material consisting of 251 documents, including co-plans, videos (5.5 hours) and photo documentation, as well as co-assessment. A didaktical oriented abductive analysis was carried out. The results pave the way for the content combination offered by the concept rhythmatechs(rhythmics-mathematics-technology) as a multivocal alternative to more subject-focused teaching. Within the framework of project-and theme-oriented working methods, the content appears on the one hand to be both transdisciplinary and interdisciplinary, and on the other hand, to represent specific content areas, such as science, mathematics, and music. We tried out a didaktik model that combines the didaktik triangle with didaktik questions “what”, “how”and “why”. The model stands in relation to results that focus on inter-and/or transdisciplinary content, in project-and theme-oriented approaches, and selection of content as goals and/or means.
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| 7. |
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| 8. |
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| 9. |
- Löf, Camilla, et al.
(författare)
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Minding the gap : Dilemmas in a didactic and pragmatically informed teaching approach in preschool
- 2021
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Ingår i: Nordisk tidskrift för allmän didaktik. - : Göteborgs universitet. ; 7:1, s. 38-54
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Tidskriftsartikel (refereegranskat)abstract
- Since the term “teaching” was apostrophized in the revised curriculum for Swedish preschool,preschool teachers seem to have been struggling with the concept in their day-to-day practices.The current article is based in a collaborative R&D programme aiming at further developingknowledge about what may characterize teaching in preschools. In this article a didactic andpragmatically informed teaching approach with focus on values is analysed. The aim is to understand preschool teachers’ interpretations of the didactic why question, which plays a centralrole in teaching from a pragmatic perspective. The material underlying the teaching approachconsists of a total of 364 documents, including 64 video recordings. This was carried about inabout 120 preschools and/or preschool departments in ten Swedish municipalities. The analysis takes a didactic approach and can be methodologically described as abductive analysis.The results indicate that the question “why?” in didactic and pragmatically informed teachingwith focus on values is characterized by ethical dilemmas concerning rules and norms in preschool practice. Consequently, the ethical dilemmas are constituted as didactic dilemmas, inwhich preschool teachers, in co-actions with children, focus on values in teaching situations,and for which preschool teachers need to take actions without offending colleagues, childrenor parents.
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| 10. |
- Palla, Linda, et al.
(författare)
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Characteristics of Preschool Teaching in Language, Communication and Multilingualism : Expressions From Ten Swedish Municipalities
- 2018
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Ingår i: Problems of Education in the 21st Century. - : Scientia Socialis. - 1822-7864 .- 2538-7111. ; 76:2, s. 189-214
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Tidskriftsartikel (refereegranskat)abstract
- Syftet är att vidareutveckla kunskap om vad förskollärare och chefer från tio kommuner i Sverige skriftligen uttrycker kan känneteckna undervisning i språk, kommunikation och flerspråkighet i förskola, år 2016. Vidare är frågan vilka spår av didaktiska nivåer och didaktiska frågor som kan uttolkas i relation till under¬visning i språk, kommunikation och flerspråkighet. Materialet består av skriftliga svar på en relativt öppen fråga. Frågan skickades till 243 förskollärare och chefer och 222 besvarade frågan (svarsfrekvens 91%). Didaktiskt orienterad analys genomfördes utifrån tre didaktiska nivåer: aktionsnivå, teoretisk nivå och metateoretisk nivå. Analysresultatet utfaller i utmärkande spår som tydligare refererar till praktiknära aktionsnivå än till teoretisk/ämnesdidaktisk nivå, eller metateoretisk nivå. Detta gäller såväl chefer som förskollärare i det undersökta materialet. Kännetecknande för språk, kommu-nikation och flerspråkighet är att barnen står i centrum för undervisningen, som både kan vara gränslös och avgränsad. Undervisningen sägs ske hela tiden, spontant, men medvetet, i alla sammanhang och situationer men även genom planerade aktiviteter, projekt eller teman. Muntlig kommunikation dominerar i undervisningen. Summerande kan framhållas att vaga och lågfrekventa spår av flerstämmighet kring flerspråkighet och särskilt stöd har gjort sig gällande. Flerstämmigheten som beskrivs stannar i huvudsak vid allmän undervisning av barn i förskola – en allmänt inriktad flerstämmighet.
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