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- 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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| 2. |
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Didaktiska studier från förskola och skola
- 2008
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Idag ökar kraven på att förskolan ska vara en pedagogisk verksamhet. Förskollärare förväntas arbeta med att utveckla olika sorters förmågor och kunskaper hos små barn. Förskolan har också en läroplan med strävansmål som ska vägleda verksamheten. Hur kan lärare i förskolan, förskoleklassen och skolans först år arbeta målmedvetet pedagogiskt för att utveckla barns förståelse för olika aspekter av omvärlden? Hur utmanar och hjälper lärare barn att lära och hur svarar barnen på dessa utmaningar? I den här boken beskrivs en teori (variationsteori) om barns lärande, och en modell för hur man kan arbeta med att utveckla barns olika förmågor. Ett antal fallstudier beskriver hur lärare försöker utveckla barns kunnande inom en rad olika områden eller ”kunskapsämnen”: matematik, skrift, musik, fonetik, naturvetenskap och sociala förmågor. De möjligheter och svårigheter som lärare stöter på då de försöker arbeta systematisk och målinriktat med att utveckla små barns kunnande diskuteras.
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| 3. |
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Educational Encounters: Nordic Studies in Early Childhood Didactics
- 2011
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Qualitative analyses of young children's learning in natural settings are rare, so this new book will make educators sit up an pay attention. It lays out a Nordic, or continental European teaching and learning paradigm whose didactic framework is distinct from the Anglo-American system. The analysis, which features contributions and case studies from researchers in a range of subjects, is built on principles such as the learner's perspective, establishing sufficient intersubjectivity, 'pointing out', and informing experience linguistically.
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| 4. |
- Oshiro, A., et al.
(författare)
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Understanding the psychology of a trickster tale: 5-year-old Japanese kindergarten children collaboratively retelling a kitsune story
- 2017
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Ingår i: International Research in Early Childhood Education. - 1838-0689. ; 8:1, s. 58-74
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Tidskriftsartikel (refereegranskat)abstract
- How children understand the psychology of a story (i.e., the intentions and experiences of its characters) is pivotal to comprehending its point. In this study we investigate empirically how 5-year-old children in a Japanese kindergarten manage mental state verbs and adjectives when collaboratively retelling a tale heard. The tale, an example of a kitsune trickster story about anthropomorphized foxes interacting with humans, contains a number of critical events concerning expected and actual discrepancy between intentions/expectations and outcomes of actions. The empirical data consist of collaboratively retold stories. These have been recorded and transcribed. Theoretically, the study is informed by a sociocultural perspective, emphasizing the appropriation of the intramental function of cultural tools (importantly, in this case, of mental state discourse) through intermental communication, such as joint storytelling. The findings show how the children make use of mental state verbs and adjectives denoting psychological (intellectual and emotional) processes when retelling the story as well as afterwards for rendering their impressions of the story.
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| 8. |
- Pramling, Niklas, 1973, et al.
(författare)
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Identifying and solving problems: A case study of learning basic mathematics through storytelling in the preschool class
- 2008
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Ingår i: International Journal of Early Childhood. ; 40:1, s. 65-75
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Tidskriftsartikel (refereegranskat)abstract
- In a general sense, the research interest of this article concerns the preschool class, which is an intermediate form of schooling for six-year-olds in Sweden, between preschool and school and their two traditions of ‘play’ and ‘learning,’ respectively. In a more specific sense, the issue of learning one aspect of basic mathematics in this practice is focused on, as a case study. A video-observation of a teacher and children verbally interacting is analysed. The case studied is the use of a story as presenting a mathematical task, where the children are being asked to draw their solutions in the form of an illustration. The empirical question is: What do the children make an issue of, that is, what is the problem as far as the learners are concerned? It is found that (a) the difficulty for the children does not primarily seem to be mathematical but one of co-ordinating one’s explanation to a visual illustration (i.e., a matter of representation), and that (b) making concrete the abstract mathematical principle of division may make it difficult for the learners to distinguish between the two senses of the term (i.e., division as a mathematical operation, and as a practical activity, respectively). The use of a story and the instruction to draw the solution to the task appear to have introduced additional difficulties for children in solving the problem. The implications of the findings for educational practice are discussed.
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| 9. |
- Pramling, Niklas, 1973, et al.
(författare)
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Introduction and Frame of the Book
- 2011
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Ingår i: N. Pramling & I. Pramling Samuelsson (Eds.) Educational encounters: Nordic Studies in Early Childhood Didactics. - Dordrecht : Springer. - 9789400716162 ; , s. 1-13
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Pramling, Niklas, 1973, et al.
(författare)
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"It's floating 'cause there is a hole." A young childs first experience of natural science
- 2001
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Ingår i: Early Years. ; 21:2
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Tidskriftsartikel (refereegranskat)abstract
- In this article, a video-recording of a young child's (3.3 years) experiments with elementary physics concepts and dialogue with his teacher forms a base for a discussion of early science education in preschool. Although the child typically acts on a pre-operational stage, according to Piaget's theory, a pedagogical approach is argued for where his awareness becomes focused on the most basic aspect of science, i.e., that phenomena can be explained. (This foundational principle must be understood before specific scientific explanations can be understood.) The focus for the analysis is on the verbal interaction between the child and the pedagogue within the social practice of the preschool and its impact on the ability of the child to test and prove a hypothesis formulated by himself. The interaction in the case study will here be used as an illustration and a discussion of an approach to education in preschool.
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