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- Eriksson Bergström, Sofia, 1974-
(författare)
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Design för hållbart lärande bland mucklor och manicker
- 2021
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Ingår i: Kritiska studier av kulturarv och museala praktiker. - Sundsvall : Mittuniversitetet. - 9789189341166 ; , s. 87-94
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Eriksson Bergström, Sofia, 1974-, et al.
(författare)
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Design för lärande i Särskolan
- 2021
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Ingår i: Praktiknära pedagogisk forskning i det lärande nordiska nätverket Gemensamma Vägar. - Umeå : Universitetet. - 9789178555611 ; , s. 48-63
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Bokkapitel (refereegranskat)
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- Eriksson Bergström, Sofia, 1974-
(författare)
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Glitter, flashlights, and building pillows–about physical prerequisites for creativity
- 2021
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Ingår i: European Early Childhood Education Research Journal. - 1350-293X .- 1752-1807. ; 29:2, s. 278-292
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Tidskriftsartikel (refereegranskat)abstract
- This article sets out to discuss physical prerequisites for creativity. Creativity has come to be regarded as one of the most valuable attributes a person can have, at least in today’s Western societies. This article builds on and incorporates material from a Swedish project called Entrepreneurship Liminal space, Creativity, and Understanding. The article covers analysis from interviews and video observations from two different milieus especially planned for creativity. Based on observations and interviews, the article’s goal is to emphasize and discuss the importance of understanding the physical aspects of creativity. Theoretically, the paper highlights the theory of affordances through an underlying theoretical intention is the way of regarding children as agents. Most significantly, this study contributes to the development of knowledge and understanding about how educators in schools, museums, and other educational institutions can create prerequisites for creativity.
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- Eriksson Bergström, Sofia, 1974-
(författare)
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Prerequisites and constraints for children’s activities in preschool setting
- 2008
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Konferensbidrag (refereegranskat)abstract
- Prerequisites and Constraints for Children's Activities in Preschool SettingDescription of paper “People often seem to think of the environment as something to be acted upon, not something to be interacted with” (Resnick, 1994, s.239). Wertsch (1998) argues that one task for socio cultural analysis is to avoid analytic efforts that seek to account for human action by focusing on the individual agent. One way to avoid this is by taking mediated action as a unit of analysis. Socio-cultural theory and its close relative “activity theory” are linked to the work of Vygotsky and attempt to provide an account of learning and development as mediated processes (Daniels & Cole & Wertsch, 2007). The theoretical framework in this paper consists of two main concepts; activity theory and the theory of affordance. The main purpose of this study is to analyse how prerequisites for learning are created and an underlying intention is therefore to study how children’s activities are expressed in the practice of preschool. The study is based on video recordings made during one year in five preschools. This paper discusses one of five cases from this study. Central questions are: - What affordances exist in the particular preschool? - In what way are these affordances used by the children? - In what way does the preschool as an institution affect these activities? Theoretical framework The study is based on two theoretical perspectives: a social-cultural framework where the activity theory is prominent and the theory of affordances. As early as the beginning of last century Vygotsky (1978) developed the fundamental idea about mediating tools in the learning process as a criticism of the predominant reflexology. The mediating tools, which can consist both of verbal tools and physical artefacts, result in a possibility to understand the world around and how to face it in different ways. One of the fundamental claims of socio-cultural research as outlined herein is that its proper focus is human action (Wertsch & del Rio& Alvarez, 2002). Human action is also the primarily focus of the action theory. Engeström (1987) developed an activity system which consists of six elements. Subject, object, mediated tools, rules, society and division of labour. This model for an activity system is to be used as a screen to analyze different activities in the recordings. The second theoretical perspective is the theory of affordance. Gibson, the founder of the theory of affordances, was of the opinion that we missed a concept, which referred both to the environment and the individual (Gibson, 1986). Gibson claims on the one hand that an affordance only can be specified in relation to a specific agent/individual and on the other he means that an affordance offers what it does irrespective of the individual. In my study the strength in using the theory of affordance is that it is built from a relation between the individual and the physical environment. Affordances cut through the dichotomy subjective – objective and are equally dependent on environment and the individual. (Gibson, 1986)MethodFive groups of children were recorded at five occasions during autumn 2006 to spring 2007. A single occasion consisted of two half days and were about 6 hours recording. In the end every group was recorded about 30 hours. The movies are now being processed and categorized through the program Inqscribe (www.inqscribe.com).Expected OutcomesExpected findings The fact that children do use tools is nothing unconventional, but the fact that their learning consists of activities and that these activities contains mediations through tools is something I want to understand and will discuss and take into consideration in this paper.ReferencesDaniels, H. & Cole, M. & Wertsch, J.(Eds.). (2007). The companion to Vygotsky. New York: Cambridge University Press. Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: ORIENTA-Konsultit Oy. Gibson, J. (1986). The ecological approach to visual perception. London: LEA Resnick, M.(1994). Learning about life. Artificial life, 1, pp. 229-241 Vygotsky, L.S. (1978). Mind in society. Cambridge: Harvard university press. Wertsch, J & del Rio, P & Alvarez, A. (Eds.). (1995). Sociocultural studies of mind. Australia: Cambridge University Press. Wertsch, J. (1998) Mind as action. New York: Oxford university press. WWW document. URL http://www.inqscribe.comThis proposal is part of a master or doctoral thesis.
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- Eriksson Bergström, Sofia, 1974-
(författare)
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Rum, barn och pedagoger : Om möjligheter och begränsningar i förskolans fysiska miljö
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this thesis the relationship between the physical environment of preschool, children and preschool teachers is studied. Children participate in preschool from an early age and thus are expected to find themselves within an institutional framework (Eilard & Tallberg Broman, 2011) early in life. Today preschool as an institution can be seen as a place where childhood to a great extent is spent and created (Halldén, 2007e). The physical environment of preschool can consequently be regarded as a structure within which childhood is institutionalized (Kampmann, 2004). In general the thesis deals with how children are shaped by and shape the physical environment that they spend so much time in during early childhood. The purpose is clarified in the following questions: How does the physical environment of preschool structure and organise the activities of chil-dren? What activities are created in relation to the possibilities and limitations of the physical environment? In what way can the relationship between the invitations of the physical environment, the child’s scope for action, and preschool teachers be seen? To understand the empirical material in the thesis the concept of affordance (J.J.Gibson, 1986) and the activity theory (Leontiev, 1986; Engeström, 1987) has been used. The empirical evidence in the thesis is based on both video observations and interviews. The study was designed as a multiple case study (Stake, 1995), and three preschool classes each formed a case. The study was inspired by ethnography. The significance of seeing the environment as a set of affordances (J.J.Gibson, 1986) is that it, to a greater degree, can lead to children being allowed to discover the invitations to action there are and as a result freedom to act and negotiations can be created in both inside and outside environments. Through this way of thinking a free zone is created in an institutionalised childhood where children through their agency handle and redesign that which was intended to regulate and give structure. As a counterbalance to the institutionalisation of childhood this study contribute to an understanding of children’s individual and collective activities as a free zone in an otherwise controlled and regulated milieu. The contribution of this thesis consists of the study of the physical environment and the importance of the material in forming the child.
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- Eriksson Bergström, Sofia, 1974-, et al.
(författare)
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Students’ expressions of learning on the move : Game-based learning and mobile devices in formal outdoor educational settings
- 2017
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Ingår i: ACM International Conference Proceeding Series. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450352550 ; , s. 1-3
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Konferensbidrag (refereegranskat)abstract
- The study reported here is part of a project that draws on research from mobile learning, game-based learning and the state-of-the-art view of childhood. These three strands of the wider field of learning meet in this short paper’s intersection of students’ expressions of mobile game-based learning in formal outdoor educational settings. It built on a mobile game-based learning approach that applied a commercial off-the-shelf game included in two teachers’ planning of lessons in mathematics and social science. The study included students’ expressions of learning while playing the game Pokémon Go during an excursion. The students carried spy glasses during the recording of data implying that they were co-producers in the data-collection. The expressions were collected through five focus group interviews, each involving 3-4 students. This data helped to answer the research question: What expressions of applying mobile gamebased learning in formal outdoor educational settings have students aged 11-12 years? The preliminary analysis resulted in categories based on the students’ expressions of various aspects related to the game Pokémon Go, the excursion lesson, using the smartphone, and how they consider learning and teaching at the school. From the preliminary results, the conclusion was that students found the lessons they participated in intriguing. The design of the lessons allowed them to have an open discussion about how learning occurs and to explore different crossdisciplinary themes that they otherwise not might have been able to explore. This conclusion is in line with results from state-of-the-art research within childhood studies. Therefore, the results from the current study suggest that mobile game-based learning in formal outdoor educational settings invited students to be coproducers of the content they were supposed to learn.
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