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Att möta barns sociala språkmiljö i förskolan : flerdimensionella perspektiv
- 2019
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Barn kommer till förskolan med varierande erfarenheter av språk. Förskolan har därför en betydande roll i barns tidiga språk-, läs och skrivutveckling, inte minst i ett likvärdighetsperspektiv. Förskolan behöver organiseras så att alla barn får tillgång till stimulerande språk,- skriv- och läsfrämjande lärandemiljöer. Boken handlar om hur förskolan kan skapa sådana sociala språkmiljöer.Boken bidrar med tydliga exempel från förskollärares vardagliga arbete. Den är uppbyggd utifrån tre teman med inriktning mot språk, och bidrar med en modell som visar de lärandestrategier som kännetecknar en social språkmiljö: omsorgsstrategier, kommunikativa strategier och lekstrategier. Författarna kommer både från praktiken i förskolorna och från forskarkåren och arbetar aktivt med frågor som handlar om barns språkutveckling.Boken riktar sig till förskollärarstuderande, lärarutbildare, förskollärare och andra verksamma i förskolan samt forskare inom pedagogik och didaktik. Den lämpar sig mycket väl för kollegialt lärande i förskolan och för diskussioner i arbetslag.
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| 2. |
- 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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| 3. |
- 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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| 5. |
- 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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| 6. |
- 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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| 7. |
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| 8. |
- 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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| 9. |
- Magnusson, Maria, 1960-
(författare)
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Interactions with sign´s : Differnet insight into symbolic meaning.
- 2015
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Ingår i: Abstract book. Innovation, Experimentation and Adventure in Early Childhood, 25th EECERA Annual Conference, Barcelona, September 7-10, 2015.
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Konferensbidrag (refereegranskat)abstract
- The topic of this research is to generate knowledge about the opportunities offered to children to develop symbolic understanding. How to support children´s representational insight is an example of what we could call preschool-content, and could refer and contribute to a didactic in early education. The previous study is built upon a larger data set (see Magnuson & Pramling, 2011). Relation to previous works is 1) children´s interactions with signs 2) teacher-child interaction and 3) the learning process. The research has a sociocultural perspective, particularly Vygotsky’s work on concept development (1987). The focus is on the teacher – child interaction of supporting children’s representational insight. This empirical study is orchestrated in a preschool center with two teachers with a group of twelve children. The study is based on video data (5 hours). Ethical considerations placed importance on always being sensitive to when the child shows signs that she/he is tired or does not want to participate more, and then turn the video camera off. The findings are that patterns of variation and coordination of perspectives (intersubjectivity) are important to support children’s development of symbolic understanding. Tree principles can be summarised in terms of: taking the learner´s perspective, emphasising contrasts and coordination of perspectives.
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