| 1. |
- Areljung, Sofie, 1983-, et al.
(författare)
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Navigating the risky terrain of children's working theories
- 2017
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Ingår i: Early years. - : Routledge. - 0957-5146 .- 1472-4421. ; 37:4, s. 370-385
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Tidskriftsartikel (refereegranskat)abstract
- 'Working theories' encompass children's theorising about the social and material worlds. This article looks explicitly at power relations involved in pedagogy around children's working theories by focusing on the teacher's control of what and whose working theories get unpacked and extended. From an analysis of four cases from early childhood education (ECE) settings, it is concluded that teaching strategies are related to possible risks of unpacking and extending children's working theories. From a teacher's perspective such risks include: undermining the ECE setting's rules; exposing one's own lack of knowledge or skills; or risking the relations and atmosphere in the group or setting. These risks affect how working theories are dealt with in terms of time – right away, later or never – and voicing, as teachers regulate children's ideas for example through making concrete, reconstructing or silencing them.
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| 2. |
- Catucci, Ester
(författare)
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“It is not that we decide that now we do that” : A case study on preschool teachers´ didactical leadership as expressed during collegial meetings
- 2022
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Ingår i: Early years. - : Routledge. - 0957-5146 .- 1472-4421.
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- During the last few years, the Swedish preschool curriculum has undertaken several changes. Among those changes is the introduction of the concept of teaching as a goal-oriented activity. Preschool teachers have been appointed a specific responsibility for leading the teaching in preschool. This study aims to explore how preschool teachers’ didactical leadership can be understood in relation to the didactical questions expressed during collegial meetings. The empirical data consist of audio recordings of seventeen meetings. The participants were five qualified preschool teachers, a pre-service preschool teacher, and an unqualified preschool teacher. The audio recordings were transcribed and analysed through some of the key concepts of Bernstein’s theory of the pedagogical practice. The results show that preschool teachers’ didactical leadership is established in a pedagogical discourse where children’s social development and learning is at the foreground while content knowledge is often implicit. Furthermore, the child as a guide is expressed as a core idea, whilst preschool teachers position themselves mostly in the background. The results of the study point to a weak didactical leadership embedded in an invisible pedagogy.
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| 3. |
- Donner, Patricia, et al.
(författare)
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A case study of young children’s play negotiations in free play
- 2023
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Ingår i: Early years. - 0957-5146 .- 1472-4421. ; , s. 1-14
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Tidskriftsartikel (refereegranskat)abstract
- This study seeks to understand how children express themselves socially and emotionally in play negotiations in early childhood education and care (ECEC) settings. It addresses the following research questions: What strategies do children employ in play negotiations? How do these strategies manifest themselves socially and emotionally? The study was conducted in eight ECEC centers and one preschool located in Swedish-speaking regions of Finland. The target group consisted of children aged 3–6. Data were collected through video observations that captured children’s social interactions and engagement with their peers during free play. A multimodal interaction analysis approach was employed to identify a prominent category termed ”exclusion”, which refers to how children employ strategies (e.g., fantasy and fiction) to limit the participation of other children in play negotiations. The results of this study contribute to our understanding of children’s complex play negotiations and highlight the significance of addressing their social and emotional development in these contexts.
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| 4. |
- Eek-Karlsson, Liselotte, 1955-, et al.
(författare)
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Normalised diversity : educator's beliefs about children's belonging in Swedish early childhood education
- 2023
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Ingår i: Early years. - : Taylor & Francis Group. - 0957-5146 .- 1472-4421. ; 43:2, s. 317-331
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Tidskriftsartikel (refereegranskat)abstract
- The aim is to contribute knowledge about educators' beliefs about children's belonging in early childhood education. The study applies parts of Nira Yuval Davis's theory about the politics of belonging. Six group interviews were conducted with educators from four Swedish preschools. A content analysis is used as a first step, followed by a theoretical analysis. Two main beliefs were identified regarding the ECE 'community' and 'diversity'. The belief in the community included ideas related to both the collective and the individual child. Togetherness and safety appeared as collective oriented aspects while the emphasis on a caring and loving approach, and protecting the child's integrity were individual oriented. To balance between the collective and the individual oriented beliefs emerged as a challenge. The belief in diversity contained aspects related to learning from each other and that different cultures enrich practice. Culture clashes emerged regarding time, outdoor activity, sexuality and identity.
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| 5. |
- Emilson, Anette, 1964-, et al.
(författare)
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Documentation and communication in Swedish Preschools
- 2014
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Ingår i: Early years. - : Informa UK Limited. - 0957-5146 .- 1472-4421. ; 34:2, s. 175-187
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to investigate communication between preschool teachersand children in documentation situations. The focus is also on what preschoolteachers actually document. The research questions are: What characterizes thecommunication between teachers and children when these teachers are documentingat the same time? What is the focus of the documentation? To interpret thiscommunication, Habermas’ concepts of communicative and strategic action areused. Data consist of video observations, where 157 min of recordings havebeen analysed. The study participants are 30 children, 1–3-years old and their 7preschool teachers. The results show that the preschool teachers either becomesilent observers or eager advocates of a particular discovery and that it is mainlychildren’s achievements that are documented. What is communicated and documentedby the teachers has a high degree of abstraction, and the communicationis of a strategic character.
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| 6. |
- Emilson, Anette, et al.
(författare)
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Documentation and communication Swedish in preschools
- 2014
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Ingår i: Early years. - : Informa UK Limited. - 0957-5146 .- 1472-4421. ; 34:2, s. 175-187
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to investigate communication between preschool teachers and children in documentation situations. The focus is also on what preschool teachers actually document. The research questions are: What characterizes the communication between teachers and children when these teachers are documenting at the same time? What is the focus of the documentation? To interpret this communication, Habermas' concepts of communicative and strategic action are used. Data consist of video observations, where 157 min of recordings have been analysed. The study participants are 30 children, 1-3-years old and their 7 preschool teachers. The results show that the preschool teachers either become silent observers or eager advocates of a particular discovery and that it is mainly children's achievements that are documented. What is communicated and documented by the teachers has a high degree of abstraction, and the communication is of a strategic character. © 2014 © 2014 TACTYC.
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| 7. |
- Franzén, Karin, 1959-, et al.
(författare)
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At your service 24/7 : Preschool managers on their tasks and daily work
- 2021
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Ingår i: Early years. - : Taylor & Francis. - 0957-5146 .- 1472-4421. ; 41:1, s. 23-35
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on Swedish preschool managers’ views of their tasks and daily work: activities, conditions, challenges and ideas on leadership. Five preschool managers were asked to write diary notes during a couple of weeks at work. Through the analysis process, we were inspired by Yukl’s hierarchical behaviour taxonomy. The taxonomy divides leadership behaviours into four parts, task-oriented, relations-oriented, change-oriented and external. The taxonomy was used in terms of positions the managers navigate between, rather than considering them as being bearers of certain behaviours. Data indicate that these preschool managers mainly use the task-oriented and the relation-oriented position. We noticed that they also activate positions oriented to change and external contacts and network building, but to a significantly lesser extent. They solve all kind of problems and many of their stories are about how they strive to meet the needs of children, parents and staff.
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| 8. |
- Franzén, Karin, 1959-
(författare)
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Under-threes' mathematical learning - teachers’ perspectives
- 2014
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Ingår i: Early years. - : Taylor & Francis Group. - 0957-5146 .- 1472-4421. ; 34:3, s. 241-254
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Tidskriftsartikel (refereegranskat)abstract
- This project highlights preschool teachers' views of toddlers' learning in mathematics. The Swedish national curriculum covers even the youngest children who are 1–3 years old. Interesting questions are thus: what should mathematics be for this age group and how should preschool teachers work with maths to achieve the curriculum objectives? Data were collected through interviews with six preschool teachers working in four different preschools. The data show that the teachers emphasize the body as very important for the learning process, which means that for these children, it is not a matter of simply talking about mathematical concepts, but experiencing them bodily. The teachers also report that they now pay more attention than previously to what material the children use and how they interact with it. They are more aware of how they organize and offer the various materials in the preschool and how this influences the way children use them and, consequently, their learning processes.
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| 9. |
- Haraldsson, Katarina, et al.
(författare)
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"Happy when they arrive, happy when they go home" : Focusing on promoting children's mental health creates a sense of trust at preschools
- 2017
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Ingår i: Early years. - : Informa UK Limited. - 0957-5146 .- 1472-4421. ; 37:4, s. 386-399
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Tidskriftsartikel (refereegranskat)abstract
- A need for research on young children’s mental health has been identified. Moreover, there is a need to enhance teachers’ skills regarding health promotion work in preschool. The aim of the study is to examine the impact of a specific course on mental health promotion among Swedish preschool teachers. Data were gathered through interviews and documentation. A qualitative content analysis was used. Three categories: ‘attention’, ‘belonging’ and ‘personal growth’ – and six subcategories emerged from the analysis. The latent content of these categories is described in the theme: ‘Increased awareness, in thoughts and actions, of promoting mental health may create a sense of trust at preschools’. The results show that a specific course to promote mental health enhanced the teachers’ awareness of mental health which improved their work with children. This contributed to the development of a sense of trust at preschools, which is important to children’s mental health.
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| 10. |
- Hildén, Ebba, 1976-, et al.
(författare)
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Teaching as a new mission : Swedish preschool teachers' collegial discussions
- 2023
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Ingår i: Early years. - : Taylor & Francis. - 0957-5146 .- 1472-4421. ; 43:1
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Tidskriftsartikel (refereegranskat)abstract
- This article explores how preschool teachers, over time, collectively manage teaching as a new part of their mission. The study’s empirical data consist of two related but temporally separated sets of data containing collegial discussions among preschool teachers; talks during a development process and group interviews with the same preschool teachers six months later. Through a theorydriven analysis, using the theoretical concept of teacher agency, different ways of achieving teacher agency are brought into light. When tensions appear, the preschool teachers achieve teacher agency by using professional core values in order to make adjustments, additions or changes to school policy. These professional core values consist of for example, sensitivity to the interests and needs of children, the ambition to perform a pedagogical practice for the greater good of children and the professional tradition of preschool teachers and child minders working together in teams.
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