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- Garvis, Susanne, 1981, et al.
(författare)
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A Descriptive Study of Early Childhood Education Steering Documents in Finland, Sweden and Australia around Language Immersion Programmes
- 2018
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Ingår i: Asia-Pacific Journal of research in early childhood education. - : Pacific Early Childhood Education Research Association. - 1976-1961. ; 12:3, s. 1-22
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Tidskriftsartikel (refereegranskat)abstract
- Being able to speak different languages is important in today’s global world to allow communication and understanding. Countries may vary in how they support early language learning with immersion programmes. This paper specifically explores the steering documents in Finland, Sweden, and Australia for children attending early childhood education settings (children aged birth to five years). A content analysis was used to explore patterns. The descriptive comparison allows similarities and differences across the countries to emerge. As a result, a table describing the different immersion and monolingual approaches in respective country is presented. The paper concludes with a broader discussion on steering documents in early childhood education in regards to young children’s rights to learning languages and attending different immersion programmes within early childhood.
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- Garvis, Susanne, 1981, et al.
(författare)
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Towards a test driven early childhood education: Alternative practices to testing children
- 2019
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Ingår i: Compassion and Empathy in Educational Contexts. - Cham : Springer. - 9783030189242 ; , s. 61-77
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Bokkapitel (refereegranskat)abstract
- In 2012, the Organisation for Economic Co-operation and Development (OECD) proposed an assessment for early learning outcomes known as the International Early Learning and Child Well-Being Study (IELS). The assessment, dubbed ‘baby PISA,’ will explore the learning and well-being of five-year-olds. Worryingly, early childhood educators, researchers and scholars were given little consultation about the project and fear the potential problems if ‘baby PISA’ takes hold across the world. Scholars have argued that the standardisation of early childhood would lead to more academic drills, tests and the loss of child choice, hands-on activities, less play and developmentally meaningful learning. And also a fear that it will change the nature of early childhood education as we currently know it. This chapter will explore the current debates about baby PISA, contrasting it with some of the critique directed towards PISA assessment for 15-year-olds. The perspective of teacher in the form of personal narratives will provide new realities for understanding the contextual and cultural contexts. Teacher voices are yet to be clearly heard within the baby PISA debate. As authors, we write from a Swedish perspective. The chapter will conclude with alternative ways of supporting children’s well-being, advocating the need for supporting all children in meaningful ways. This includes practices that are cultural and contextually specific to support the diversity and individual needs of all children.
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| 6. |
- Gustavsson, Laila, et al.
(författare)
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Naturvetenskap i en flerspråkig miljö
- 2017
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Ingår i: Undervisning i flerspråkig förskola. - Malmö : Gleerups Utbildning AB. ; :1, s. 125-146
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Förskolan i Norden har på relativt kort tid förändrats från en enspråkig till en flerspråkig miljö. Utmaningen ligger i att göra flera språk till en tillgång i verksamheten och till redskap för alla barns lärande. I boken Undervisning i flerspråkig förskola diskuteras hur förskolan, och därmed samhället i stort, kan skapa likvärdiga utvecklingsmöjligheter för alla barn, oavsett språkliga erfarenheter. Bokens kapitel berör samtal mellan förskollärare och barn i gemensamma aktiviteter men också flerspråkiga elevers skolprestation efter avslutad grundskoleutbildning. I boken redovisas flera studier från Sverige, Finland och Norge. Tematiken i denna bok begränsas därmed inte heller till att endast relatera till att lära sig majoritetsspråket. Det är hög tid att lämna enspråkighetsdiskursen med fokus på individers kunskaper i ett språk och gå vidare till en mer informerad och relevant förståelse av språk, undervisning och lärande som integrerade företeelser. Den här boken ger redskap för att förstå och utveckla undervisningen i en flerspråkig förskolemiljö. Boken vänder sig främst till studenter på högskolenivå inom förskolans område, men den passar även för fortbildning av förskollärare.
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| 7. |
- Harju-Luukkainen, Heidi, et al.
(författare)
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"After lunch we offer quiet time and mediation”: Early learning environments in Australia and Finland through the lens of educators.
- 2019
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Ingår i: Globalisation, transformation and cultures in early childhood education and care: reconceptualisation and comparison . Faas, S., Kasüschke, D., Nitecki, E., Urban, M., Wasmuth, H. (Eds.). - UK : Palgrave. - 9783030271190 ; , s. 203-219
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Bokkapitel (refereegranskat)
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| 9. |
- Harju-Luukkainen, Heidi, et al.
(författare)
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Family related factor’s effect on 4th graders educational outcome in mathematics - A geostatistical analysis of TIMSS 2015 data
- 2017
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Ingår i: ECER 2017 Conference, Copenhagen.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Learning should not be hindered by whether a child comes from a poor family, has an immigrant background, is raised by a single parent or has limited resources at home. This is something, that most of the successful educational systems have understood and the different systems have found ways in how to allocate resources and to level the playfield (OECD 2016.). However, many family related factors and other socioecnomical and cultural factors still have an significant impact on students educational outcome (Harju-Luukkainen et al. 2014, Yamamoto & Holloway 2010). It also seems that different type of background factors have a different effect on the outcome and in different area this might be different (Vettenranta and Harju-Luukkainen 2013; Harju-Luukkainen and Vettenranta 2014; Vettenranta 2015; Harju-Luukkainen et al. 2016). According to international assessments, especially important seems to be parental high expectations towards their child (Yamamoto & Holloway 2010). Other socio-economically related factors seems to have a positive impact, but lower. This study investigates the relationship between family related factors and student’s educational outcome in the Trends in International Mathematics and Science Study (TIMSS) 2015, collected from the fourth graders in Finland. Based on these premises, the following research question is formulated: is there any geographical variation in the effect size of Finnish students’ outcome in mathematics in TIMMS 2015 and the family related background variables?
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