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| 2. |
- Kuisma, Maria, et al.
(författare)
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Preschool teachers' and student preschool teachers' thoughts about professionalism in Sweden
- 2008
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Ingår i: European Early Childhood Education Research Journal. - : Informa UK Limited. - 1350-293X .- 1752-1807. ; 16:2, s. 186-195
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Tidskriftsartikel (refereegranskat)abstract
- This article discusses the different ways in which students and preschool teachers at two Swedish universities interpret the concept of professionalism. Data for this article are drawn from a study conducted in two different urban areas of Sweden which explored the following four questions: (1) What does the concept of professionalism imply for preschool teachers and students? (2) What does a professional teacher do in a preschool/school/after-school recreation centre? (3) How is professionalism developed? (4) What does preschool teachers' professionalism mean in comparison with professionalism in other closely related professions such as day-care attendants or recreational pedagogues? The survey was conducted using a questionnaire that students completed during a lesson at the university and by their supervisors at preschools. Data from the study are interpreted against a theoretical background that problematises the concept of 'professionalism' within the societal context of preschools in Sweden.
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| 3. |
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| 4. |
- Sandberg, Anette, 1955-, et al.
(författare)
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Barndomens lekmiljöer - förr och nu
- 2008
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Ingår i: Miljöer för lek, lärande och samspel. - Lund : Studentlitteratur. - 9789144029115 ; , s. 13-36
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Bokkapitel (populärvet., debatt m.m.)
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| 5. |
- Sandberg, Anette, 1955-, et al.
(författare)
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Dimensions of childhood play and toys
- 2008
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Ingår i: Asia-Pacific Journal of Teacher Education. - : Informa UK Limited. - 1359-866X .- 1469-2945. ; 36:2, s. 135-146
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to describe and analyse play through a contemporary historical perspective, based upon pre-school teachers’, studentsmajoring in education, and teacher education students’ descriptions of memories from their childhood regarding play and toys. The overall method is retrospective. The data consists of 111 interviews with pre-school teachers andstudents. When comparing younger and older participants’ memories of play, the increased welfare, women’s entry into working life, urbanisation, secularisation and an increased range of media, all stand out as differentiating factors. These changes in society are partly reflected in the external conditions of play, but also in play content.
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| 6. |
- Sandberg, Anette, 1955-, et al.
(författare)
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Drawings and Conceptions of Play by Children Ages 7-12.
- 2008
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Ingår i: <em>Early Childhood Education: </em>. - New York : Nova Science Publischers, Inc. - 9781604563795 ; , s. 127-142
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- There is a large research project at Mälardalen University, Sweden concerning memories of play that used an elaborated material for adults, to which this study is connected (Sandberg, 2003). This chapter reports the findings which memories of play children aged seven to twelve retain, and their definition of play. The research questions were: What occurs in the memory of play? What content did play have in their childhood? How is play described? Does one play alone or with others? Are there differences in play between boys and girls? This qualitative study, featuring phenomenographic, uses drawn memories of play from 115 children aged 7-12 to get their concept of play, in order to get an understanding of play, and describe it as the children see it. Children of both sexes participated drawing memories from 3-6 years old and their present age, further writing down their definition of play. The result shows that play is seen as something positive and fun though difficult to describe in words. Memories of play from both periods consist of objects to play with, which can be divided into real and temporary toys. In the 3-6 year period real toy made for the purpose of play, dominate for both indoors and outdoors. At their present age temporary toys for physical play or activities occur to a larger extent, also spending time with friends doing things instead of playing starts to show. The content of play changes form over time and in the older children’s lives play no longer takes a prominent position. But the concept of what play is still remains.
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| 7. |
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| 8. |
- Sandberg, Anette, 1955-, et al.
(författare)
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Pedagogiskt stöd och pedagogiska metoder
- 2009
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Ingår i: <em>Med sikte på förskolan– barn i behov av stöd</em>. - Lund : Studentlitteratur. - 9789144051192 ; , s. 37-54
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Bokkapitel (populärvet., debatt m.m.)
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| 9. |
- Sandberg, Anette, 1955-, et al.
(författare)
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Preschool – home cooperation in change
- 2008
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Ingår i: International Journal of Early Years Education. - : Informa UK Limited. - 0966-9760 .- 1469-8463. ; 16:2, s. 151-161
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to bring forth preschool teachers’ and parents’ views on both established and future forms of cooperation between the preschool and home. The empirical sample is based on both individual and focus-group interviews. Results show that cooperation mainly revolves around the individual child. The form of cooperation that is the least established among both preschool teachers and parents tends to be the parent council. It is concluded that it is important for preschool teachers to provide varied and rich forms of cooperation, as different forms of cooperation appeal to different parents. With a wide range, there is a possibility to reach all parents.
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| 10. |
- Sandberg, Anette, 1955-, et al.
(författare)
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Teachers' View of Educational Support to Preschool Children in Need of Special Support
- 2009
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Ingår i: International Journal of Early Childhood Special Education. - Eskisehir, Turkey : Anadolu University. - 1308-5581. ; 1:2, s. 102-116
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to investigate, analyze and describe how preschool teachers experience the educational support for children in need of special support. In this interview study, the preschool teachers emphasize educational support to children in need of special support from two perspectives. In the first perspective, the preschool teachers stated that they don't do anything unique for children in need of special support, versus the view that the children need and receive more help from the staff in everyday preschool activities. In the second perspective, the preschool teachers point out the specific educational support within two themes, indirect and direct support. This study has implications for both practice and theory as it increases the knowledge and understanding about educational support that children in need of special support are offered in preschool today.
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