| 1. |
- Ärlemalm-Hagsér, Eva, 1958, et al.
(författare)
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Många olika genusmönster existerar samtidigt i förskolan
- 2009
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Ingår i: Pedagogisk Forskning i Sverige. - 1401-6788. ; 14:2, s. 89-109
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Tidskriftsartikel (refereegranskat)abstract
- Institutionen för pedagogik och didaktik, Göteborgs universitet Sammanfattning: Syftet med den här artikeln är att visa hur olika könsmönster kommer till uttryck i förskolans vardag. Studien bygger på Rogoffs sociokulturella perspektiv på utveckling och lärande samt på ett genusteoretiskt perspektiv. I förståelsen av genusstrukturer i förskolans sociala praktik är barns och lärares meningsskapande genom handling och språk centrala aspekter. Gestaltningar som påverkas av det historiska, samhällerliga och kulturella sammanhang i vilken förskoleverksamheten befinner sig. De viktigaste resultaten från studien är att genus konstrueras av både barn och lärare i förskolan samt att det främst är barnen själva som är nyskapande och utmanande. Med hjälp av fyra teman: (i) särskiljande, (ii) beständighet, (iii) gemenskap och (iv) gränsöverskridande, synliggörs olika genusmönster, vilka existerar samtidigt i förskolan. Då förskolan fungerar som en aktiv socialisationsaktör i dagens svenska samhälle, blir det avgörande för forskare och praktiker att närmare studera hur konstruktioner av genus gestaltas och kom- mer till uttryck i vardagens lek och lärande. Barns egna förståelser och perspektiv bör i framtida forskning kunna bidrag i en fördjupad kunskapsutveckling på temat.
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| 2. |
- Asplund Carlsson, Maj, 1948, et al.
(författare)
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Från görande till lärande och förståelse. En studie av lärares lärande inom estetik
- 2008
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Ingår i: Nordisk Barnehageforskning. - 1890-9167. ; 1:1, s. 41-51
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to analyze teachers’ changing ways of talking about children’s aesthetic learning in the early years as a result of a research and development project. With a point of departure in developmental and variation theory, a praxis oriented project was designed with the aim of finding out whether collaborative talk and meta-cognitive dialogues could contribute to children’s learning of music, dance and poetry. The participating teachers were offered in-service training in order to develop a new way of teaching and new ways of thinking about the curriculum and children’s learning. Interviews with the teachers were carried out at the beginning and the end of the project. The teachers’ learning was expressed in changed ways of talking about aesthetics and learning. From an emphasis on personality development and the teacher’s lack of expertise with the aesthetic subjects as an obstacle, the teachers expressed a view of having become more aware of the concept of learning objects in the aesthetics, of their own role as teachers in directing children’s attention and to listen to children. The teachers thus gained a new way of talking about themselves as teachers and about children’s learning within music, dance and poetry.
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| 3. |
- Asplund Carlsson, Maj, 1948, et al.
(författare)
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The Dog's Tale. Chinese, Hungarien and Swedish children's narrative conventions
- 2001
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Ingår i: International Journal of Early Years Education. ; 9:3
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to explore children's (6-7 years) making up of their own stories in different cultures (China, Hungary and Sweden). Ninety-three children were asked individually to tell a story about a dog. They were supposed to invent the story themselves. Qualitative differences in children's life worlds, which could be related to their cultural backgrounds, stood out in the results. The characters used in the children's stories could be summarised in terms of family members, ordinary humans, unusual persons, harmless animals, dangerous creatures, and fantastic characters. The most characteristic events were: play and co-operation, conflicts and fights, death, and exchange of commodities. The Chinese children focused mainly on play and co-operation, while the Hungarian children focused on conflicts and the exchange of commodities. The Swedish children focused on play and death. The results are discussed in relation to traditions and practices of retelling and telling of stories and children's life worlds in different cultures.
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| 4. |
- Doverborg, Elisabet, 1947, et al.
(författare)
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Apple Cutting and Creativity as a mathematical beginning
- 1999
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Ingår i: Kindergarten Education: Theory, Research and Practice. ; 4:2, s. 87-103
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Tidskriftsartikel (refereegranskat)abstract
- Sweden has recently adopted a national curriculum for preschool (Utbildningsdepartementet, 1998a) and a revised curriculum for school (6-16 years of age) (Utbildningsdepartementet, 1998b). Both curricula have the same structure in form of goals, that is, what education is expected to contribute to the development of children. This means that Sweden has adopted the life-long-learning perspective, also seen in other countries' curricula (see e.g. New Zealand, Ministry of Education, 1998). In Sweden life-long-learning is a distinguished perspective focused on learning as such, but also as a means to a solid base of values and norms. In addition, the content in terms of qualities (or skills) and an understanding of different aspects of the surrounding world is a common thread woven througout the entire school system, although on different levels of complexity. This perspective on learning is based on the idea that "formation of knowledge is an internal relation between the child and the world around him/her” (Marton, 1994). This implies that every child's earlier experiences are used as a foundation for developing a broader and deeper understanding of the specific content dealt with in school-based education. The child's earlier experiences also guide how the child experiences the educational setting, the teacher's role, what is expected of him- or herself, how to accomplish specific tasks, how to interact socially, etc. Knowledge formation therefore is both content and context dependent and formed from clearly defined perspectives, values and the content of early childhood education, if it is to be benificial to the child's life-long-learning process (Pramling, 1990, 1994; Doverborg & Pramling, 1995; Doverborg & Pramling Samuelsson, 1999, manuscript). Implied in this perspective is how young children learn – by being active with their bodies and minds and through communication with peers and teachers. Children experience the world emotionally, socially and cognitively, simultaneously. Therefore the early years lay the critical foundation for the child's interests, for example in mathematics, the value of working in this area, ability to make sense of the topic, and the child's feeling of competence within this topic (Lundgren, 1979). Because of this, the system of education must learn from children and from what they seem to be most devoted to – and that is play – the child's individual realm to be scientifically explored (Pramling Samuelsson, 1999). The characteristics of play, such as joy, freedom, spontaneity, symbolism, communication, engagement and sociability, should be factors that also guide learning in early years. If these factors guide education the child's intention to create meaning from experiences result in confidence and learning opportunities. If this perspective to learning and knowledge formation is accepted, then play serves an important role both before and during school-based education. The goals specifically related to mathematics in the Swedish curriculum for 1–5-year olds states that "The preschool should try to ensure that children develop the ability to discover and use mathematics in meaningful contexts and situations, and develop their appreciation of the basic characteristics of the concept of numbers, measurement and form, as well as the ability to orient themselves in time and space" (Utbildningsdepartementet, 1998a, p. 12). The above perspective of learning and the goals described from the Swedish curriculum provide the bases for the study presented in this article, however, a more narrow description of the approach to learning adopted in the studied group follows in the next section.
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| 5. |
- Doverborg, Elisabet, 1947, et al.
(författare)
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Children's experience of shape in space
- 2001
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Ingår i: For the learning of mathematics. ; 21:3, s. 32-38
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Tidskriftsartikel (refereegranskat)abstract
- From a developmental educational perspective on children's learning an exploratory qualitative study has been carried out in the area of shape in space, which is considered to be one aspect of basic mathematics. The main idea is that shape is viewed as an aspect of children's everyday life. The work with six year old children is followed and described in a group named “the variational learning group”. The concept “variational” describes the teacher's strategies, that is, they are using the variation of children's own experience in their teaching. In this group the innovations take place, both in terms of how the content is dealt with and how the teachers work on children's learning. The children are here exposed to the surrounding world where shapes are reflected upon, discussed, examined and created in 2D flat shapes and 3D solid shapes. The children's learning about shapes in this group is also evaluated and compared with children's learning in a more traditional preschool class, here named “the reference group”. The differences between the two groups in children's abilities to imagine and draw a 3D cube and a house are obvious. The children did not significantly improve their skills in conceptualizing 3D on their own after 16 months. This means that the way a content is dealt with and the approach to learning makes a great difference.
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| 6. |
- Doverborg, Elisabet, 1947, et al.
(författare)
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To develop young children's conception of numbers
- 2000
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Ingår i: Early Child Development and Care. ; 162, s. 81-107
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Tidskriftsartikel (refereegranskat)abstract
- In a group of children, aged 2:7 - 3:1 years, the teachers have systematically been working with developing the children's conception of numbers. In the group there are eight children who are all extraordinary fascinated by stars. The teacher takes this fascination as a starting point to develop the children's conception of numbers. She makes cards with 1, 2, 3, 4, or 5 stars on. The cards are sorted with regard to the numbers of stars and kept in a box with five compartments, one for each number. When the group is gathered the teacher lets the children choose one "star-card" each, which they are asked to put up on a board together with their name. The teacher works with the children in steps which have partly been developed with regard to the children's comments. The children are invited to take a star-card with a pattern which they think is nice. Further, they are invited to match cards with the same number of stars and to count the stars on their cards. The children are also asked to compare the length of the rows of cards and to work out how many cards there are in the different rows. They are also asked to pick a card with a given number of stars. This article demonstrates how the work was carried out and how the children think and how they handle the different parts of the content. When the work is finished, another group of children of the same age is interviewed and the two different groups are compared with regard to the children's conception of numbers.
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| 7. |
- Hägglund, Solveig, et al.
(författare)
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Early childhood education and learning for sustainable development and citizenship
- 2009
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Ingår i: International Journal of Early Childhood. ; 41:2, s. 49-63
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Tidskriftsartikel (refereegranskat)abstract
- Since the end of the 1980:s when OECD published the Brundtland report, in which the concept of sustainable development as a critical global issue was introduced, the role of education for global survival has been frequently discussed and explored, by politicians as well as researchers. In school curricula and educational practice, efforts have been made to include material and issues related to, for example, climate changes and nature resources in teaching and learning. Surprisingly little attention has however been paid to the question of the way (and on what premises) early childhood education might (and should) be involved. In this article we discuss some aspects of early childhood education with a bearing on its role in education for sustainable development. The fact that early childhood education belongs to the larger educational system means that global political and economical issues are involved when planning and conducting education for sustainability in pre-school as much as in the rest of the educational system. Recent changes in Swedish educational policy, characteristic traits in pre-school pedagogy and the pre-school child as learner of sustainability are commented upon and discussed.
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