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- Björklund, Camilla, 1977
(författare)
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A variation theory approach to teaching calendar time in Swedish preschool
- 2013
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Ingår i: Literacy Information and Computer Education Journal. - : Infonomics Society. - 2040-2589. ; 4:4, s. 1144-1152
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Tidskriftsartikel (refereegranskat)abstract
- Swedish preschool has implemented a revised curriculum since the year 2011. The revision brings a stronger focus on literacy, mathematics and natural sciences as pedagogical content in early years’ education, giving the preschool teachers an extended responsibility for children’s early education. Yet, the curriculum and tradition in preschool highly values children’s interests and flow of ideas, thematic work and play as part of early childhood education. The consolidation of children’s perspectives, play and goal-oriented learning in pedagogical practices is the main purpose in early childhood education, according to the national guidelines. The Swedish preschool teacher is thus standing before great pedagogical challenges where their pedagogical content knowledge is put to the test. This issue has been addressed in a developmental empirical project which results are presented in this paper. The purpose is to analyze a designed teaching act in Swedish preschool, to discuss the possibilities for challenging children’s conception of calendar time through the pedagogical frames of Variation theory of learning. The discussion extends our knowledge of this particular content in early childhood education and highlights the opportunities to stimulate learning, through a theoretical analysis of both the children’s conceptual knowledge and their response to the teaching act related to this content.
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| 2. |
- Björklund, Camilla, 1977, et al.
(författare)
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Pattern discernment and pseudo-conceptual development in early childhood mathematics education
- 2014
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Ingår i: International Journal of Early Years Education. - : Informa UK Limited. - 0966-9760 .- 1469-8463. ; 22:1, s. 89-104
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Tidskriftsartikel (refereegranskat)abstract
- In this empirical study, we investigate an early childhood education activity in mathematics on the concept of ‘pattern’. The children participating in the study attend an intermediate form of schooling in Sweden called ‘the preschool class for six-year-olds’, intended to facilitate their transition from preschool to school. Following a prolonged activity over 45 minutes, we analyse for what the children are supported in discerning and what they give as evidence of having discerned in and about patterns. The theoretical point of departure is variation theory, conceptualising learning as increased discernment. The results show that in terms of the important Vygotskian distinction between ‘pseudo concepts’ and ‘concepts (proper)’, the children's discernment and what they are supported in discerning are of the former kind. Pseudo concepts are discussed as integral to the institutional form of the preschool class and premised to be important to the child's further conceptual development.
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| 3. |
- Pramling Samuelsson, Ingrid, 1946, et al.
(författare)
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Synspunkt
- 2019
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Ingår i: Barn. - 2535-5449. ; 37:1, s. 119-122
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Annan publikation (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Björklund, Camilla, 1977, et al.
(författare)
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From activity to transdisciplinarity and back again – preschool teachers’ reasoning about pedagogical goals
- 2018
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Ingår i: International Journal of Early Years Education. - : Informa UK Limited. - 0966-9760 .- 1469-8463. ; 26:1, s. 90-103
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Tidskriftsartikel (refereegranskat)abstract
- This study presents an analysis of preschool teachers’ reasoning about pedagogical goals. Of specific interest is how teachers in a Swedish and a Finnish context describe goals for children’s learning and how they describe them implementing these goals into their practice. The research question is thus: How are pedagogical goals perceived and enacted, in the thematic-oriented and play-based pedagogical practice of preschool? In-depth interviews were conducted with six preschool teachers, of which three expressed learning goals guiding their pedagogical work. The Variation Theory of learning is the guiding principle throughout the analysis, and reveals indirect and direct objects of learning and content for learning described by the three teachers. A deeper analysis of the features of these provides a comprehensive picture of pedagogical goals that are intertwined and move between activity goals, working goals and transdisciplinary goals. These results contribute to our understanding of the characteristics of preschool pedagogy and the complex pedagogical practice preschool entails.
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| 5. |
- Palmér, Hanna, 1974-, et al.
(författare)
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Collective but Diverse: Preschool Teachers Networking to Develop Toddler Mathematics
- 2017
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Ingår i: Mathematics Teacher Education and Development. - : Mathematics Education Research Group of Australasia (MERGA). - 1442-3901. ; 19:3, s. 3-16
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on professional development among teachers within a Swedish national network on toddler mathematics education. The activities within this network can be understood as participant-oriented collective professional development based on a knowledge of practice approach. An inventory of toddler mathematics was performed within this network through observations of authentic mathematical activities. The inventory made diversity in the participating teachers’ perceptions of toddler mathematics visible; different activities were labelled similarly and opposite, similar activities were labelled differently. The inventory made clear the need for theoretical influence and discussions in practical inquiry. The addition of theoretical notions made previous invisible diversity among the network members visible, and strengthened the opportunities for further collective professional development. Diversity becoming visible contributed to the knowledge of practice approach, as well as the development of the professional language of the participating teachers.
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| 6. |
- Björklund, Camilla, 1977, et al.
(författare)
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Sharpening the Focus on Numbers and Counting: Preschool Educators Differentiating Aspects of Mathematical Knowledge for Teaching
- 2017
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Ingår i: Mathematics Teacher Education and Development. - : Mathematics Education Research Group of Australasia. - 1442-3901. ; 19:3, s. 117-134
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Tidskriftsartikel (refereegranskat)abstract
- This article reports a study of educators differentiating aspects of mathematical knowledge for teaching in preschool as part of a further-education programme. Eight Swedish preschool educators participated in focus group discussions about documentations from their own practice during a school year, to enhance their awareness of their mathematics education practice. The object of learning for the participants is more specifically how numbers and counting are made content for learning in preschool practice. The educators’ authentic documentations are reflected upon in focus group meetings and further analysed by the researchers to find out what aspects the educators differentiate during the programme. Results show that educators’ learning about content for children’s learning in preschool is a complex process. This process involves several aspects necessary to discern for a professional development to occur, but the collaborative approach seems prosperous in that new aspects are brought to the fore, influencing their reflective practice.
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