| 1. |
- Markström, Ann-Marie
(författare)
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Förskolans utvecklingssamtal – ett komplex av aktiviteter i tid och rum
- 2008
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Ingår i: Educare. - 1653-1868. ; :1, s. 51-67
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Tidskriftsartikel (refereegranskat)abstract
- This article highlights the construction of parent-teacher conferences in the Swedish preschool and activities related to them. Drawing on an ethnographic study the analysis focuses on the actors´ contributions to the conference and what resources are used. The empirical material consists of audio taped parent-teacher conferences and observations of everyday activities related to them. The results show that children, parents and preschool teachers are all involved in parent-teacher conferences. It is argued that different activities are initiated and governed by the institutional framework of the parent-teacher conference, and that it is almost an imperative for all the actors to be active in this process: to fill in forms, have talks in preschool or at home and then report and use these activities in the conference. In addition, the different activities that construct the parent-teacher conference have pedagogical implications by influencing the children and parents to become self-reflective in specific ways.
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| 2. |
- Markström, Ann-Marie, 1956-
(författare)
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"Soft governance" i förskolans utvecklingssamtal.
- 2011
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Ingår i: Educare. - Malmö : Malmö högskola Fakulteten foer Lärande och Samhälle. - 1653-1868. ; :2, s. 57-75
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Tidskriftsartikel (refereegranskat)abstract
- According to the Curriculum for the Swedish preschool, parent-teacher conferences are important practices in the intermediate sphere and in the relations between home and preschool. This article draws on a study in which the overall aim is to explore how parent-teacher conferences are constructed and used in the Swedish preschool. Using transcripts of audiotaped episodes from parent-teacher conferences, the analysis reveals that the interactions are charactarised by formality in accordance with institutional talk in other institutional settings, but also to a large extent of informality. Additionally, the analyses show that the parent-teacher conferences are characterized by a “soft governance” both in terms of their contents (what) and its form (how). The teachers use various communicative techniques that govern the conversation: closeness and intimacy, the use of anecdotes, references to the common interest of the child, element of humor and laughter, and seemingly neutral questions. In this article it is also discussed how soft governance are used in the construction and assessment of a desirable preschool child and parent. Keywords: assessment, parent-teacher conference, preschool, soft governance
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| 3. |
- Simonsson, Maria, 1960-, et al.
(författare)
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Att börja på förskolan. Exempel på barns sociala samspelsprocesser under inskolningen
- 2010
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Ingår i: Educare- vetenskapliga skrifter. - Malmö : Lärarutbildningen, Malmö Högskolan. - 1653-1868. ; :1, s. 53-72
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Tidskriftsartikel (refereegranskat)abstract
- This article is about newcomers “doing” of the reception period at preschool. The study has an ethnographic approach, which is motivated from the new sociology of childhood (James & Prout, 1990) but also from actor-network theory (van House, 2003). The data consists of 17 hours video-recordings in a Swedish preschool context with focus on two newcomers; one boy (1:6) and one girl (3:1).Our data shows that in the processes of “doing” reception period, building of networks is important. We found that the newcomers were involved in three different kinds of networks: (1) newcomer-pedagogue-preschool; (2) newcomer-artefacts-preschool, and (3) newcomer-peers-preschool.The findings suggest that in the construction of their social lives at preschool, the newcomers rely on both human (pedagogues, peers) and non human entities (artefacts, norm systems). With reference to our findings we argue that newcomers are active in the construction of their lives from the first day at preschool. However, individual children seem to need some help in finding possible positions in existing networks. Building networks involve developing competencies needed to be regarded as a preschool child but also to find out the norm systems and orderings of the preschool.
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| 4. |
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