| 1. |
- Ärlemalm-Hagsér, Eva, 1958, et al.
(författare)
-
Många olika genusmönster existerar samtidigt i förskolan
- 2009
-
Ingår i: Pedagogisk Forskning i Sverige. - 1401-6788. ; 14:2, s. 89-109
-
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.
|
|
| 2. |
- Klingvall, Maj-Inger, et al.
(författare)
-
Den moderna förskolans utveckling : från en kvinnofråga till en samhällsfråga
- 2022
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- Maj-Inger Klingvall, riksdagsledamot och minister i regeringen 1988-2002, och Ingrid Pramling Samuelsson, professor i förskolepedagogik, lyfter fram hur den moderna svenska förskolan tog form och utvecklades, från 1960-talet och framåt, och vilka utmaningar som förskolan står inför idag. De beskriver i boken hur politik och pedagogik har följts åt, hakat i och befruktat varandra. Politiska beslut har gett utrymme för pedagogiska satsningar och pedagogisk forskning har påverkat politiska beslut.
|
|
| 3. |
- Weldemariam, Kassahun, 1981, et al.
(författare)
-
Care and Social Sustainability in Early Childhood Education : Transnational Perspectives
- 2022
-
Ingår i: Sustainability. - : MDPI AG. - 2071-1050. ; 14:9
-
Tidskriftsartikel (refereegranskat)abstract
- This article explores how the notion of care is conceptualised and described in early childhood education policies across countries in the majority (Ethiopia, Kenya and Zambia) and minority (New Zealand and Sweden) world. A central focus is the relationship and balance between care and education. The authors examined whether there are trends and tendencies to strengthen or weaken the care/education component at the expense of the other. Grounded in local and national knowledge, the authors employed a cross-national collaborative inquiry approach and interrogated the notion of care while extrapolating its implications for the endeavour to design socially sustainable early childhood education. The results revealed that care has remained ingrained within policies in the minority world, while there is a tendency to view it as separate from education in the majority world. Although quantitative goals for early childhood education and care still dominate the majority world, the importance of care and sustainable development are present in all policy documents across the five nations. The authors concluded that strengthening these promising policy endeavours paves the way towards effective educare approaches, which lay the foundation for social sustainability in early childhood education.
|
|
| 4. |
- Williams, Pia, 1961, et al.
(författare)
-
Resultatdialog 2015 : Gruppstorlekens betydelse för barns möjligheter att lära och utvecklas i förskolan
- 2015
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- •Gruppstorlek i förskolan bör ses i ljuset av samverkande faktorer: arbetslagets utbildning och kompetens, personaltäthet, barngruppssammansättning och fysiska utrymmen. •Barngruppsstorlek är relaterat till interaktionen mellan faktorerna och samspelet mellan dem skapar olika villkor för förskollärare att arbeta professionellt, liksom för barns möjligheter att lära enligt intentionerna i läroplanen. •Antal barn i gruppen har betydelse för förskollärares val och bortval av målområden och arbetssätt. Ökar antalet barn i gruppen som helhet, får även de mindre grupperingarna ett större antal barn, vilket försvårar arbetet med läroplanen. •Den fysiska miljön är en nyckelfaktor då den utgör ramen för vad som är möjligt att planera och genomföra i form av innehåll och aktiviteter. Förskolans rum ska vara avpassade för antalet barn och ge möjligheter både att dela upp och att samla hela gruppen. •Färre barn i grupperna möjliggör högre grad av kommunikation, medan större grupper uppfattas stimulera kreativitet. •Oberoende av gruppstorlek, betonar förskollärare vikten av att utveckla barns sociala förmågor och självkänsla. Kognitiva färdigheter som kritiskt tänkande och en observerande attityd ges mindre uppmärksamhet. •Utifrån ett professionellt perspektiv på förskolans utveckling och kvalitet är det av vikt att systematiskt studera och kartlägga: -barngruppernas organisering i form av storbarns-, åldersblandade och åldersspecifika grupper, -betydelsen av barns ålder, relaterat till innehåll och aktivitet.
|
|
| 5. |
- Asplund Carlsson, Maj, 1948, et al.
(författare)
-
Från görande till lärande och förståelse. En studie av lärares lärande inom estetik
- 2008
-
Ingår i: Nordisk Barnehageforskning. - 1890-9167. ; 1:1, s. 41-51
-
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.
|
|
| 6. |
- Asplund Carlsson, Maj, 1948, et al.
(författare)
-
The Dog's Tale. Chinese, Hungarien and Swedish children's narrative conventions
- 2001
-
Ingår i: International Journal of Early Years Education. ; 9:3
-
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.
|
|
| 7. |
-
Barns tidiga lärande : en tvärsnittsstudie om förskolan som miljö för barns lärande
- 2009
-
Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- The main aim of preschool is to promote children’s learning, implying that its quality is an important aspect to study. However, despite a long preschool tradition and a preschool system that is nearing completion, we have limited knowledge of the effect of preschool on children’s learning and knowledge formation. The overall aim of the study, Children’s early learning, is to gain knowledge of the characteristics of preschool as a learning environment by studying various preschool environments and the impact they have on children’s knowledge formation/experiences of different aspects of communication, mathematics and interplay. Questions at issue are: How does children’s knowledge formation emerge in relation to specific content areas in different preschool contexts? What quality aspects emerge as important for children’s learning in different preschool contexts according to the teachers and parents? How are these different quality aspects constituted and related to one another? A case study of bilingual children has also been conducted within the project. It is based on the question: What communicative patterns emerge in interplay among young children who have Swedish as their second language? The complexity of preschool, as a learning context, can only be grasped by adopting several research approaches, and examining it from diverse perspectives and dimensions. Therefore, the study is based on two theoretical perspectives: interactionistic theory (Ball, 2006; Bronfenbrenner, 1979, 1986; Bruner, 1996) and variation theory (Marton & Booth, 2000). The study is also based on a pedagogical perspective of quality (Sheridan, 2001, 2009). The study was conducted in Gothenburg. A stratified sample of eight districts was chosen in order to represent diverse geographical areas and living conditions as well as ethnic and socio-economic backgrounds. Within these districts a random sample of 38 preschools was selected. All the children aged 1 and 2 years (230) in these preschools, plus their parents and teachers (120) participated. The study has a cross-sectional design and is divided into eight different parts and content areas. The data production is both quantitative and qualitative. Given the theoretical framework of the study, there are few methods available to observe young children’s learning and development. Therefore, the development of methods to observe children’s knowledge related to mathematics, communication and interplay may be seen as important results of this study. The results highlight a variation in preschool quality and in the ways the teachers communicate with and approach the children. Three different learning environments of low, good and high quality emerged, showing that children do not have equal opportunities for learning in preschool. The learning environments are: Separating and limiting environments, Child-centred negotiating environments and Challenging learning environments. Teachers and parents see preschool mainly as a democratic and social arena, even though learning of mathematics and literacy are becoming important contents in preschool education. The individual child’s learning and development are primary concerns. Play is emphasised and learning is accepted as long as it is based on the initiative of the child and/or is a by-product of play. According to the teacher’s observations, the children seem to be involved in creative and reciprocal interactions, characterised by joy and interest. The preschool context seems to offer children various positions, which may be described as interactive observational, adaptive and driving. The results indicate that a significant change in knowing/learning occurs between the age of 1 and 3 years with regard to children’s ability to approach and handle different tasks related to mathematics and communication. The results show that this is an important time in children’s learning, and that much depends on the quality of the preschool. These findings should benefit research on early childhood education on both a national and international level.
|
|
| 8. |
|
|
| 9. |
|
|
| 10. |
- Davis, J, et al.
(författare)
-
Specific recommendations for Early Childhood Education
- 2008
-
Ingår i: The Gothenburg Recommendations on Education for Sustainable Development, Adopted November 12. - Göteborg : Chalmers University of Technology and University of Gothenburg.
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
