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- Engdahl, Ingrid, 1952-
(författare)
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Med barnens röst : Ettåringar "berättar" om sin förskola
- 2007
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In the children’s voiceOne-year-olds “tell” about their preschoolThe overall aim of this study is to advance the child’s perspective. This is done by a study of one-year-olds in a toddler unit in a Swedish municipal preschool, located in a multicultural suburb in the city of Stockholm. A full day preschool programme is common today in Sweden. More than 40 percent of the one-year-olds and more than 80 percent of the two-year-olds take part in preschool education. The National Curriculum for the Preschool describes the preschool child¬ren (aged 1–6 years) as active participants, and gives them the equal rights to come up with ideas and to influence the activities and the environment.The study is theoretically placed within phenomenology. One’s perception forms images of different phenomenon in the everyday life of the children, and these phenomena create the world for us. In a phenomenological study the researcher tries to describe and even to understand the life-world of the participating people. Phenomenology is well aligned with the child’s perspective. Six one-year-olds, three girls and three boys, within a toddler group of fourteen one- to three-year-olds were followed during nine months, from April to Decem-ber, 2006. Participatory observations with field notes and video re-cordings were used in the data collection. The teachers’ interaction with the children was not studied.The result is presented as “stories” told by the children, stories which of course are the researcher’s descriptions, based on the emerg-ing phenomena. Making up “stories” and presenting them as the chil-dren’s “stories” is a conscious choice in order to enhance the chil-dren’s perspectives. The “stories” tell about friendship among the children, shown when they give attention to each other and when they actively choose their playmates. The children play together most of the time and the play consists of continuous and repeated play ses-sions with regular interruptions, during which the children wander around the premises. Longer uninterrupted periods where the children kept focus on the same activity were also frequent.Key words: one-year-olds, preschool, child’s perspective, play, identity formation, friendship
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- Eriksson, Göta, 1943-
(författare)
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Talbegreppets utveckling : ett radikalkonstruktivistiskt perspektiv
- 2001
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- I denna studie fokuseras barnets tidiga kunskaps-bildning i aritmetik, med utgångspunkt i den radikalkonstruktivistiska teorin. Enligt denna teoribildning ärtalbegreppet inte statiskt utan en individuell konstruk-tion, som genomgår kvalitativa förändringar underbarnets aritmetiska utveckling. De räknehandlingarbarnet kan utföra ses som beroende och präglade avdet konstruerade talbegreppet.
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- Johansson, Inge, 1952-, et al.
(författare)
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Barn i fritidshem.
- 2004
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Rapport (övrigt vetenskapligt/konstnärligt)
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- Mattsson, Matts
(författare)
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Vad är värdefull specialpedagogisk kunskap?
- 2006
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- What knowledge is of value in Special Education? That is the title of this evaluation report focusing on a teacher education programme at Stockholm Institute of Education. What kind of knowledge is of importance? What is relevant to the academy and what are the requirements formed by the field of professional practice? The concept of “inclusion” is important in the Stockholm programme. The practitioners do not generally use this concept. In the field of professional practice there is a focus on individual pupils. The differences between “academic” knowledge and “professional practice” knowledge is analysed with reference to Plato and Aristotle and their different epistemologies. Other references are Crozier and Friedberg, Foucault, Gustavsen, Habermas, Kemmis, Lewin, Polanyi, Schön and Zeichner and Noffke. The author argues that "the gap" between theory and practice should be recognized as a point of departure for changing praxis in special education. Nine strategies for changing praxis are outlined.
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