| 1. |
- Melander Bowden, Helen, Docent, 1967-, et al.
(författare)
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Embodied spatial learning in the mobile preschool: the sociospatial organization of meals as interactional achievement.
- 2022
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Ingår i: Children's Geographies. - : Informa UK Limited. - 1473-3285 .- 1473-3277. ; 20:2, s. 234-250
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Tidskriftsartikel (refereegranskat)abstract
- This study explores meals as a locus for children’s socialization into the socio-spatial organization of a mobile preschool, i.e. a preschool in a bus. Building on ethnographic fieldwork with video-recordings, the analysis is informed by ethnomethodology and conversation analysis to explore the everyday interactional organization of meal practices. Conceptualizing space as both a resource for interaction and as achieved in interaction, the study investigates how children and pedagogues create space for meals inside the bus and in outdoor spaces. The results demonstrate how the socio-spatial organization is made relevant as a learning object in interactions between pedagogues and children, and between peers. Knowledge of the socio-spatial organization is shown to constitute a critical aspect of competent participation in the mobile preschool. A trajectory in the children’s embodied spatial learning is discerned, from socio-spatial configurations as objects of instructions to embodied habits.
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| 2. |
- Ekman Ladru, Danielle, et al.
(författare)
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Children’s prosthetic citizenship as ‘here-and-now’, ‘not-yet’ and ‘not-here’. the case of the mobile preschool
- 2021
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Ingår i: Social & Cultural Geography. - : Taylor & Francis. - 1464-9365 .- 1470-1197. ; , s. 1-19
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Tidskriftsartikel (refereegranskat)abstract
- Using the case of the mobile preschool we focus on how children’s prosthetic citizenship is constructed in relation to notions of mobility and place in the accounts of Swedish mobile preschool professionals. Mobile preschools are preschools in buses that visit different places in and around the city on an everyday basis. Analysis of interviews and workshop discussions with mobile preschool professionals shows how three different conceptualisations of children’s ‘proper’ citizenship operate in parallel in these accounts – children as ‘not-yet-citizens’, children as ‘not-here-citizens’ and children as ‘here-and-now-citizens’. These different conceptualisations are constructed in relation to the everyday mobility of the mobile preschool and notions of places as more or less beneficial for children’s proper future and Swedish citizenship, and reveal how mobility is not only a consequence of citizenship relations but also constitutive of them. This paper contributes to knowledge on how mobility and notions of place constitute ideas on citizenship, and how forms and geographies of mobility produce subjects as more or less citizen.
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| 3. |
- Ekman Ladru, Danielle, 1970-, et al.
(författare)
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Teaching nature and nation in the Swedish mobile preschool
- 2024
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Ingår i: Childhood. - : Sage Publications. - 0907-5682 .- 1461-7013. ; 31:1, s. 13-29
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Tidskriftsartikel (refereegranskat)abstract
- Ideas of nature, nation and childhood are intertwined in Nordic early childhood education. We explore in ethnographic data the ways nature is taught in Swedish mobile preschools. We show how everyday nationalism manifests in the teaching practices of ‘good’ pedagogy in nature. We argue that depending on who is teaching and learning, various constructions of nationhood emerge enabling the re-imagination of a single national imaginary to a plural one.
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| 4. |
- Gustafson, Katarina, Docent, lektor i Barn- och ungdomsvetenskap, 1958-, et al.
(författare)
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Säkerhet samt upplevelsebaserat lärande i en variation av lärmiljöer – två centrala policyer i mobila förskolor
- 2020
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Ingår i: Nordic Studies in Education. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 1891-5914 .- 1891-5949. ; 40:3, s. 229-248
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Tidskriftsartikel (refereegranskat)abstract
- Since about a decade there is a new phenomenon in Nordic early childhood education and care, the mobile preschool. It is an ECEC practice conducted on a bus that travels to various locations to perform everyday preschool activities and routines. With theory of policy enactment this article analyzes workshop discussions with mobile preschool professionals. The results show two main policies within mobile preschools; safety as well as experiential learning in a variety of learning environments. While discussing how to handle these policies, the professionals construct the mobile preschool simultaneously as ordinary and unique in relation to ordinary stationary preschools.
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| 5. |
- Ojala, Maria, 1970-, et al.
(författare)
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Parental reasoning on choosing the mobile preschool : Enabling sustainable development or adjusting to a neoliberal society?
- 2021
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Ingår i: Early Childhood Education Journal. - : Springer. - 1082-3301 .- 1573-1707. ; 49:3, s. 539-551
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Tidskriftsartikel (refereegranskat)abstract
- Due to the emergence of new forms of preschools and parents’ increased freedom of choice regarding early childhood education, more research on parental preschool preferences is needed. Although preschool offers a seedbed for the development of knowledge and competencies, this development matures through interaction with parents. Therefore, parental expectations and wishes are very likely to affect children’s learning. The mobile preschool is a new form of educational practice in Sweden where children travel by bus to different places for play and learning. This form of preschool can potentially lay a foundation for social and ecological sustainability because children learn to meet diverse people, explore different places, and spend time in nature. We interviewed 15 parents of children in a mobile preschool, most from a middle-class background. The main aim was to explore how these parents explain their choice of this type of preschool. Another aim was to identify desirable competencies that the parents think their children will achieve through the mobile preschool. Six themes related to preschool choice were identified; of these, “being out in nature” and “enlarging the children’s reality” were the most prominent. Two clusters of competencies were distinguished: care- and cooperation-oriented competencies, and freedom- and independence-oriented competencies. After analyzing these results in relation to two current educational discourses—education for sustainable development and entrepreneurship in a neoliberal society—we show how parents participate in reproducing these discourses. These findings add novel and important knowledge to the field of early childhood educational practices concerning parental choice and preferences.
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