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- Folke-Fichtelius, Maria, 1952-
(författare)
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Förskolans formande : Statlig reglering 1944–2008
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Preschool is a central part of Swedish family life. The manner in which the state regulates preschool through laws, ordinances, and various kinds of written objectives has an impact on many people in the Swedish society. The thesis examines the development of preschool state regulation from the 1940s until 2008. The starting point of the study is a draft for a new Education Act, put forward in 2003, which proposed that preschool should be integrated into the school system as a new form of school. The purpose of the study is to generate knowledge about the state regulation of Swedish preschool, and how it has contributed to the shaping of preschool as a societal institution. Questions considered in the analysis are how regulation delimits preschool as a social category, what role this regulation assigns preschool in relation to other actors and societal institutions involved in early childhood education and care, and what principles this regulation is based on. The study has evolved within the research tradition of curriculum theory as developed in studies in educational politics. The analysis is carried out as a text analysis, where the concepts of boundary work, official classification and activity system serve as important analytical tools. Texts produced within the formal chain of decision and legislation: directives for committees, government white papers, ministerial task forces, bills, legislative texts etc., form the empirical foundation for the study. The analysis shows that economic as well as legal and ideological governing instruments are used in the shaping of the framework of preschool. These frameworks are indicated in the form of different boundary markers that delimit preschool as a specific category and arrange it in relation to other categories. The boundaries indicated by these boundary markers have been subject to extensive discussion during the formulation process. Through this boundary work, preschool has been constructed as a full time preschool, commissioned to provide both education and care. The boundaries of this commission are in some respects indistinct and contain several overlapping elements with regards to family, social services and school. At the same time, preschool holds a fixed core with more distinct boundaries, in the form of a part time public preschool delimited by time and age and regulated by far-reaching legislation regarding the rights of children to attend. Owing to this construction, preschool may balance several different and partly contradictory demands placed on it by other institutions and by different interest groups, while at the same time maintaining a core of identity of its own. In that sense, preschool may be described as a boundary object. Thus, when it is suggested that preschool should constitute a form of school and be placed in the more formal regulation structures of the school system, the balance of this construction is challenged.
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- Folke-Fichtelius, Maria
(författare)
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Lärande och IT
- 2009
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Bok (populärvet., debatt m.m.)
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- Gulz, Agneta, et al.
(författare)
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Datorspelets mening och potential
- 2009
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Ingår i: Lärande och IT. - : Carlsson Bokförlag. - 9789173312899 ; , s. 139-150
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Vad kan man lära sig av att spela datorspel? Den som spelar finner nog frågan tämligen ointressant. För spelaren är vitsen med spelandet inte att lära sig något. Meningsfulla frågor är istället: Vad kan jag göra med det här spelet? Vilka regler har jag att förhålla mig till och hur kan jag hantera dem? Hur kan jag komma vidare i spelet? Hur gör jag för att vinna?Många barn och ungdomar, och även vuxna för den delen, tillbringar idag delar av sin tillvaro med att spela datorspel. För många är datorspelandet också ett stort intresse som upptar många timmar. Uppenbarligen finns det starka drivkrafter som gör att man ägnar sig åt att spela datorspel. Det ligger då nära till hands att fundera både över om spelandet kan ha någon positiv eller negativ effekt på individens utveckling och lärande. För pedagoger blir det också intressant att fundera över om datorspel kan ha någon potential som redskap i undervisningen. Men för att kunna förstå datorspelandets eventuella negativa eller positiva effekter behöver vi först förstå datorspelets speciella struktur och den mening som spelandet har för spelarna själva. För en sådan förståelse kan forskningen ge ett viktigt bidrag.
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