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- Axelsson, Annika, et al.
(författare)
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Influential factors on children's reading and writing development : the perspective of parents in a Swedish context
- 2020
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Ingår i: Early Child Development and Care. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0300-4430 .- 1476-8275. ; 190:16, s. 2520-2532
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Tidskriftsartikel (refereegranskat)abstract
- Early reading and writing skills are important in order to develop and succeed, both in school and later on in life. The aim of this study was to shed light on influential factors on children's reading and writing development from the perspective of parents. Bronfenbrenner's bioecological model for human development was adopted as a theoretical framework. The researchers made use of retrospective life-history oriented interviews with 27 parents conducted as part of a larger research project in Sweden. In the interviews, the parents described factors that can be interpreted as being influential. A thematic analysis technique generated nine themes: Child's abilities and engagement; Genetics and parents' abilities; More able siblings and peers; Involved parents and grandparents; Teacher competence, attitude and collaborations; Social climate in preschool and preschool class; Free play and child-initiated reading and writing activities; Toys and books; and Extra support provisions and stimulation. Implications are discussed.
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| 2. |
- Hellblom-Thibblin, Tina, 1949-, et al.
(författare)
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A dynamic ecological approach to categorisation at school, past and present
- 2020
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Ingår i: European Journal of Special Needs Education. - : Routledge. - 0885-6257 .- 1469-591X. ; , s. 1-14
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is, in a chronological perspective, to identify, discuss and problematise concepts for children’s ‘problems’ in compulsory school and the contexts in which they have been categorised and used. To clarify the categorisation in context, the article is based on a previous study on categorisation in Swedish youth education from a historical perspective. School health reports from the 1940s to the 1980s in this document study constituted the empirical data material on which the discussion in this article is based. An ecological model of analysis was used with the main analytical tools: concept use, curricula, documentation routines, experts and educational support measures. The various tools elucidate the context to which the categorisation may be related, and show that social, cultural, medical and psychological influences contributed to what were identified, observed and documented as children’s ‘problems’ at school from the school health services’ point of view. On the basis of the empirical study and the components pinpointed by the analytical tool, present-day terminology of children’s ‘problems’ in Swedish schools today is discussed and problematised. © 2020, © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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