| 1. |
- Finnman, Johannes, et al.
(författare)
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Challenges to Relational Commitments of Preschool Staff in Supporting Children in Contexts with a High Proportion of Early Second Language Learners in Sweden
- 2023
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Ingår i: Early Education and Development. - : Informa UK Limited. - 1040-9289 .- 1556-6935. ; , s. 1-19
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Tidskriftsartikel (refereegranskat)abstract
- PurposeUsing COR theory to study developments of health and other key resources in self-employed workers in Sweden over 6 years, this study: (1) explored whether the heterogenous group of self-employed workers contained subgroups with different health trajectories, (2) investigated whether these were more typical for certain individuals (with respect to age, gender, sector, education, employment status), and (3) compared the different health trajectories regarding resource development in mental well-being, business resources, employment status, work ability.MethodThe study used data from the Swedish longitudinal occupational survey of health (SLOSH) and included participants working as self-employed or combiner (N = 2642).ResultFive trajectories were identified with latent class growth curve model analysis (LCGM). Two health trajectories with (1) very good, respective (2) good stable health (together comprising 78.5% of the participants), (3) one with moderate stable health (14.8%), (4) one with a U-shaped form (1.9%), and (5) one with low, slightly increasing health (4.7%). The first two trajectories flourish: they maintained or increased in all key resources and were more likely to remain self-employed. Trajectories three and five consist of those who fight to maintain or increase their resources. Workers in the U-shaped health trajectory show signs of fight and flight after loss in health and other key resources.ConclusionsStudying subgroups with different resource developments over time was suitable to understand heterogeneity in self-employed workers. It also helped to identify vulnerable groups that may benefit from interventions to preserve their resources.
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| 2. |
- Frogner, Louise, 1983-, et al.
(författare)
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Stability and Change in Early Social Skills Development in Relation to Early School Performance : A Longitudinal Study of a Swedish Cohort
- 2022
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Ingår i: Early Education and Development. - : Routledge. - 1040-9289 .- 1556-6935. ; 33:1, s. 17-37
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Tidskriftsartikel (refereegranskat)abstract
- Research Findings: This study aimed to investigate the developmental path of social skills in early childhood, the associated predictors, and its impact on later school performance. This prospective longitudinal study included 2,121 children, ages 3-5 at baseline, from the general population in a mid-sized Swedish municipality. Results show both stability and change in social skills. Stable low social skills increased the risk for poor school performance, while stable high social skills increased the chance for good school performance in primary school. With some notable gender differences, both individual and family factors were significant predictors of stable low and stable high paths of social skills during early childhood.Practice or Policy: Whether the goal is to improve children’s social skills or their performance in school, this study provides important clues for prevention. We identified several potential targets for interventions to promote early social skills development, which may in turn promote positive school performance. It is also notable that there seem to be gender differences in which factors are important, indicating the need for gender-differentiated interventions.
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| 3. |
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| 4. |
- Ljung-Djärf, Agneta, 1961-
(författare)
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To play or not to play - That is the question : computer use within three Swedish preschools
- 2008
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Ingår i: Early Education and Development. - 1040-9289 .- 1556-6935. ; 19:2, s. 330-339
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Tidskriftsartikel (refereegranskat)abstract
- Research Findings: This article is about computer use in 3 Swedish preschools with a specific focus on the preschool teacher's way of managing this use. Data were collected in 3 preschools serving children from 3 to 5 years of age. The data consisted of approximately 13 hr of video-documented observations and interviews with 9 teachers. The study is an example of a situated evaluation, which is an evaluation that takes place within an institutional practice such as a preschool. A key question is how this new artifact should be used in preschool activities. Practice or Policy: The study revealed how political and theoretical visions may be realized in everyday preschool practices. The teacher's approach to computer use was shown to be determined by a combination of the teacher's assumptions about the possibilities of computers and the dominant underlying principle or rationale at work in the preschool. It is argued that the computer is treated differently depending on whether a caring, nurturing, or teaching rationale dominates. It is also argued that the dominant rationale produces three different meaning-shaping practices; in the study, these are labeled protective, supporting, and guiding. These environments afford quite different possibilities for children to learn about and from the computer.
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| 5. |
- Ljung-Djärf, Agneta
(författare)
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To play or not to play - That is the question : computer use within three Swedish preschools
- 2008
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Ingår i: Early Education and Development. - : Taylor and Francis Ltd.. - 1040-9289 .- 1556-6935. ; 19:2, s. 330-339
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Tidskriftsartikel (refereegranskat)abstract
- Research Findings: This article is about computer use in 3 Swedish preschools with a specific focus on the preschool teacher's way of managing this use. Data were collected in 3 preschools serving children from 3 to 5 years of age. The data consisted of approximately 13 hr of video-documented observations and interviews with 9 teachers. The study is an example of a situated evaluation, which is an evaluation that takes place within an institutional practice such as a preschool. A key question is how this new artifact should be used in preschool activities. Practice or Policy: The study revealed how political and theoretical visions may be realized in everyday preschool practices. The teacher's approach to computer use was shown to be determined by a combination of the teacher's assumptions about the possibilities of computers and the dominant underlying principle or rationale at work in the preschool. It is argued that the computer is treated differently depending on whether a caring, nurturing, or teaching rationale dominates. It is also argued that the dominant rationale produces three different meaning-shaping practices; in the study, these are labeled protective, supporting, and guiding. These environments afford quite different possibilities for children to learn about and from the computer.
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| 6. |
- Ritoša, Andrea, et al.
(författare)
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Profiles of State and Trait Engagement of Preschool Children
- 2024
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Ingår i: Early Education and Development. - : Taylor & Francis. - 1040-9289 .- 1556-6935.
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Tidskriftsartikel (refereegranskat)abstract
- Research Findings: This study examined the engagement of 494 preschool children in Sweden (M = 53.44 months, SD = 10.64) using both teacher questionnaires to measure global engagement (trait) and observations to measure momentary engagement (state). Using a person-oriented approach with cluster analysis, we identified five distinct profiles of global and momentary engagement, with four of them showing discrepancies between global and observed engagement levels. We found that age, hyperactivity, and second language learner (SLL) status were related to a specific engagement profile. Specifically, children high in hyperactivity tended to be in clusters with higher momentary engagement than global engagement, whereas second language learners were overrepresented in clusters with lower momentary engagement. Practice or Policy: The findings suggest that global and observed measures of engagement capture different aspects of children's engagement and should not be used interchangeably. Children with low engagement ratings on both measures of engagement are more likely to have an extreme score on the global engagement measure, indicating that difficulties they experience will be more noticeable in their global engagement. On the other hand, displays of high levels of momentary engagement could signal children's inherent potential, prompting tailored encouragement and support within Early Childhood Education and Care (ECEC) settings and promoting their overall engagement levels.
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| 7. |
- Sjoe, Nina Madsen, et al.
(författare)
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Short Danish Version of the Tools for Early Assessment in Math (TEAM) for 3–6-Year-Olds
- 2019
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Ingår i: Early Education and Development. - : Informa UK Limited. - 1040-9289 .- 1556-6935. ; 30:2, s. 238-258
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Tidskriftsartikel (refereegranskat)abstract
- Sound assessment tools are needed to evaluate effects of mathematics interventions that familiarize children with early mathematics concepts before they enter the formal school system. We developed a short version of an existing early mathematics tool based on analyses of data collected in a nationally representative Danish sample. Research findings: The Danish adaptation and development process of the Tools for Early Assessment in Math (TEAM) for children aged 3−6 years was carried out in four steps: (a) choosing and translating relevant items, (b) conducting a pilot study, (c) testing items in a representative sample of Danish children aged 3−6 years (n = 5,621), and (d) analyses based on Rasch models. The process resulted in a final 19-item version—the DK-TEAM (final)—that has no differential item functioning relative to age and gender and is sensitive to the full range of abilities. The great majority of the children viewed the test as enjoyable. Practice or Policy: The DK-TEAM (final) appears to be broadly applicable for young Danish children, though the modest reliability at 3 years (which may be remediable by adding easy items) should be kept in mind.
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