| 1. |
- Adolfsson, Margareta, 1950-, et al.
(författare)
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ICF-CY as a Framework for Understanding Child Engagement in Preschool
- 2018
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Ingår i: Frontiers in Education. - : Frontiers Media S.A.. - 2504-284X. ; 3
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Tidskriftsartikel (refereegranskat)abstract
- Engagement in preschool predicts children's development, learning, and wellbeing in later school years. The time children engage in activities and social interactions is conditional for preschool inclusion. Engagement is part of the construct participation, which is determined by attendance and involvement. Two suggested underlying dimensions of engagement had been identified as essential when assessing children's participation in preschool activities. As engagement is a key question in inclusion of all children, and preschool becomes a common context for them, it is increasingly important to understand the concept of engagement in those settings. In Sweden most children attend preschool but children in need of special support tend not to receive enough support for their everyday functioning. This study aimed to conceptualize child engagement in preschool with ICF-CY as a framework to clarify core and developmental engagement dimensions included in Child Engagement Questionnaire (CEQ). The content of CEQ was identified through linking processes based on ICF linking rules with some exceptions. Specific challenges and solutions were acknowledged. To identify engagement dimensions in the ICF-CY, CEQ items related to ICF-CY chapters were integrated in the two-dimensional model of engagement. Findings showed that engagement measured for preschool ages was mostly related to Learning and Applying knowledge belonging to Activities and Participation but the linkage detected missing areas. Broader perspectives of children's everyday functioning require extended assessment with consideration to mutual influences between activities, participation, body functions, and contextual factors. Related to core and developmental engagement, findings highlight the importance for preschool staff to pay attention to how children do things, not only what they do. Activities related to core engagement include basic skills; those related to developmental engagement set higher demands on the child. Linking challenges related to preschool context were not consistent with those reported for child health. Using the ICF-CY as a framework with a common language may lead to open discussions among persons around the child, clarify the different perspectives and knowledges of the persons, and facilitate decisions on how to implement support to a child in everyday life situations in preschool and at home.
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| 2. |
- Bartolo, Paul A., et al.
(författare)
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An adapted ecosystem model for inclusive early childhood education : a qualitative cross European study
- 2021
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Ingår i: International Journal of School & Educational Psychology. - : Taylor & Francis. - 2168-3603 .- 2168-3611. ; 9:1, s. 3-15
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Tidskriftsartikel (refereegranskat)abstract
- Early intervention for children vulnerable to exclusion is currently focused on the child?s effective inclusion in mainstream early childhood education. There is thus a search for developing a shared understanding of what constitutes quality inclusive preschool provision. This was the aim of a qualitative 3-year (2015?17) study of inclusive settings for children from 3 years to compulsory education across European countries, conducted by the European Agency for Special Needs and Inclusive Education. Data consisted of practitioner descriptions of 32 example inclusive preschools from 28 European countries, and more detailed data collected during short visits to eight of the example settings. Qualitative, thematic analysis identified 25 subthemes representing the perceived constituents of inclusive early childhood education provision. These were organised within a framework that intertwined the structure-process-outcome model with the ecological systems model. The resulting adapted ecosystem model for inclusive early childhood education comprises five dimensions: (1) the inclusive education outcomes, (2) processes, and (3) structural factors within the micro environment of the preschool; and the wider (4) inclusive structural factors at community, and (5) at national levels. The framework can be useful for practitioners as well as researchers and policy makers seeking to improve inclusive early childhood education provision.
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| 3. |
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| 4. |
- Björck-Åkesson, Eva, 1952-, et al.
(författare)
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Central Aspects for Developing and Continuing Collaboration
- 2019
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Konferensbidrag (refereegranskat)abstract
- In line with the primary purpose of ISEI, to provide a framework and forum for professionals from around the world to communicate about advances in the field of early intervention, this symposium aims to discuss and raise issues related to the added value of international collaboration in early childhood intervention research and education today and in the future. It is informed by experiences of the EU-US Transatlantic Consortium on Early Intervention (EU-US Atlantis Programme, Excellence Mobility Project 2001-2013) and from collaboration in ISEI. Building on multilateral collaboration and agreements between universities and funding agencies, based on equal standards for quality we can share and learn from each other. By developing joint priorities building on the strengths in individual countries a common theoretical framework for research and education related to early intervention has been created guiding policy and practice.
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| 5. |
- Björck-Åkesson, Eva, 1952-
(författare)
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Early Intervention Across Boundaries - International Collaboration in Research and Education
- 2019
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Konferensbidrag (refereegranskat)abstract
- Symposium Description:In line with the primary purpose of ISEI, to provide a framework and forum for professionals from around the world to communicate about advances in the field of early intervention, this symposium aims to discuss and raise issues related to the added value of international collaboration in early childhood intervention research and education today and in the future. It is informed by experiences of the EU-US Transatlantic Consortium on Early Intervention (EU-US Atlantis Programme, Excellence Mobility Project 2001-2013) and from collaboration in ISEI. Building on multilateral collaboration and agreements between universities and funding agencies, based on equal standards for quality we can share and learn from each other. By developing joint priorities building on the strengths in individual countries a common theoretical framework for research and education related to early intervention has been created guiding policy and practice.
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| 6. |
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| 7. |
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| 8. |
- Björck-Åkesson, Eva, 1952-, et al.
(författare)
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ICF och ICF-CY - Historik och utveckling
- 2011. - 1:1
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Ingår i: Handbok i att använda ICF och ICF-CY. - Lund : Studentlitteratur. - 9789144056371 ; , s. 71-90
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Björck-Åkesson, Eva M., 1952-, et al.
(författare)
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International Diversity of Toy Libraries
- 1992
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Ingår i: Topics in Early Childhood Special Education. - : SAGE Publications. - 0271-1214 .- 1538-4845. ; 12:4, s. 528-543
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Tidskriftsartikel (refereegranskat)abstract
- This survey describes the types of toy libraries found throughout the world. The descriptive study is based on a questionnaire and information material from 37 countries and on personal visits to some countries. The survey shows that there are more than 4,500 toy libraries in the world in 31 countries on all continents. Four major types of toy libraries emerge: (a) community-oriented toy libraries; (b) lekotek for children with special needs and their families; (c) toy libraries as a cultural, social, and recreational center; and (d) toy lending libraries. Twenty-one countries have adopted the ``lekotek'' concept. The lekotek provides services for young children with special needs and their families. The original lekotek concept assumes a model of early intervention where the needs of the child and the family are central. Assessment and intervention are carried out in collaboration with the parents. Individualized Family Service Plans (IFSPs) fit well into the frame of the lekotek concept. Examples of how programs at lekoteks service families of young children with disabilities are given.
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| 10. |
- Björck-Åkesson, Eva, 1952-
(författare)
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Specialpedagogik i förskolan
- 2009
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Ingår i: Med sikte på förskolan. - Lund : Studentlitteratur. - 9789144051192 ; , s. 17-35
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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