| 1. |
- Alasuutari, Maarit, et al.
(författare)
-
Assessment and Documentation in Early Childhood Education
- 2014. - 1
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- Documentation in early childhood education is typically seen as a means to enhance the quality of care and education, and as a way to take account of the child’s view.Assessment and Documentation in Early Childhood Education considers the increasing trend towards systematic child documentation especially in early childhood institutions. The authors present ways in which assessment and evaluation is done sometimes explicitly but more often implicitly in these practices, and explore its means, aims, forms, and functions. They also examine the rationalities of child documentation from the perspective of professional practice and professionalism and suggest that documentation and assessment practices can weaken and constrain but also empower and strengthen teachers, children and parents. Topics explored include:Different forms of documentation and assessmentDocumentation and listening to the childrenDilemmas of assessment and documentationParticipation by childrenInvolvement of parentsThis timely bookwill be appealing for those studying in the field of early childhood education, teacher education, special education, general education, social work, counselling, psychology, sociology, childhood studies, and family studies.
|
|
| 2. |
- Alasuutari, Maarit, et al.
(författare)
-
Assessment and documentation in early childhood education
- 2014
-
Bok (refereegranskat)abstract
- The chapters of this book study documentation and assessment from three perspectives: considering them as issues of curricula and pedagogy and as tasks of an educator; studying them as negotiations on and about the child; and examining them as actions on and of parents. The book is divided into different sections according to these perspectives. The first section ‘A view on curricula, didaktik and teachers’ includes three chapters. Chapter 2, ‘Assessment and documentation in the ECE curriculum - focus on the Nordic tradition’ discusses the basis of documentation and assessment in early education, the curriculum. Since it focuses on the Nordic curricula, it also illuminates the broader frame that the examinations of the following chapters are embedded in. The Nordic tradition of curriculum design emphasizes children’s performance and defines goals to strive for without specifying the objects of achievement. The other tradition to curricula design presented in the chapter, the Anglo-Saxon tradition, is characterized by the focus on the individual and by detailed formulations of goals to achieve for different age categories. The chapter discusses the contradictory tendencies of de- and re-centralization in the Nordic curricula, evident for example in the regulations and directions concerning documentation and assessment. It also argues that we can recognize a movement towards the Anglo-Saxon tradition of curriculum design in the Nordic countries. Chapter 3 ‘Different Forms of Documentation and Assessment in ECE’ familiarizes the reader with the documentation practices of Nordic early education at the grass root level. Drawing on a case study of three Swedish preschools, it illuminates the types of documentation tools that are applied in ECE. It proposes that the documentation practices can best be characterized by the term multi-documentation. The examination of the multi-documentation shows how the documentation tools comprise different forms of assessment, ranging from developmental-psychological, narrative and activity oriented assessments to self- and personality assessments. Finally, the chapter raises questions about in what sense the documentation and assessment practices are about empowering, supporting, and strengthening children, parents and professionals and in what sense they can weaken, mislead, and constrain the different actors. The fourth chapter, which ends the first part of the book, ‘Teachers in intensified assessment and documentation practices - a didaktik approach’ builds on the previous chapter and considers documentation and assessment practices and teachers’ role in them from the view of the reflective, Continental approach of didaktik. It approaches documents as co-actors in educational processes on focuses on the following questions regarding it: why (the function), who (subjects/actors), what (the content) and how (the form). The chapter introduces the concept of transformative assessment as a boundary object between different forms and functions of assessment and between micro-, meso- and macro-level actors of assessment and documentation practices. The preschool teachers’ role can be described as trans-actors in the transformative multi-documentation and assessment. The second part of the book, ‘Auditing the child’ with its two chapters will move the focus to the social study of childhood and consider the notions of the child in documentation and assessment from two different starting points. Chapter 5, ‘Documentation and listening to the children’, begins its discussion from a common understanding of child documentation as a means to give children a ‘voice’. By drawing on empirical data from parent-teacher discussions considering children’s responses to specific questions, the chapter problematizes this notion. It argues that despite of its benevolent aims, listening to children through documentation is constrained by and deeply embedded in, institutional and generational practices and assumptions about professionalism in ECE. Consequently, the child’s view can be ‘lost in translation’. Chapter 6, ‘The normal child’, continues the discussion about the notions of the child by inviting the reader to consider how documentation and assessment practices produce normative ideas about the child and how these ideas are intertwined with the social order of the ECE institution. This order both controls and empowers the institutional actors in different ways. The chapter illustrates how the ‘ordinary’ or ‘normal’ child is produced in written documentation and in the intertwinement of text and talk. It also illuminates how the assessments and the normative function of documentation are predominantly implicit and actualized, especially, when the child shows ‘resistance’ of the system of ECE or otherwise departs from its expectations. The third part of the book positions ‘Parenthood on focus’ and consists of two chapters. Chapter 7, ‘The governance and pedagogicalization of parents’, highlights the demands on parents in the documentalized practices used to establish collaboration between home and ECE. It considers practices and tools that are used to involve parents in the assessment and documentation of their child and the family. Through them, the parents are expected to embrace the ideas and discourses of the ECE institution. Furthermore, the documentalized practices yield unspoken expectations about how the parents should support their child in lifelong learning and how they can meet the institutional norms of good parenting. Chapter 8, ‘Parenthood between offline and online – about assessment and documentation’ draws on a ‘netnographic’ research on what parents write about assessment and documentation of children on Internet sites. In the discussions parents are free from the institutional constraints that are evident, for example, in parent-teacher meetings. The chapter considers whose interests seem to be involved in the discussions and who is assessing whom. Moreover, it considers in what ways the discussions can be seen both as empowering and constraining parenthood. The final chapter, ‘Conclusion: Dilemmas of documentation’, ties together the key points of the preceding chapters by discussing the ‘junction’ of discourses and contradictory tendencies that are embedded in the assessment and documentation practices of Nordic ECE, regarding children, parents, and professionals. The chapter illuminates the different fields of the contradictory discourses by a multi-dimensional model of the steering of assessment and documentation and proposes the concept of ‘documentalized childhood’ as capturing the function of the steering in the transnational context of contemporary ECE.
|
|
| 3. |
|
|
| 4. |
- Markström, Ann-Marie, 1956-, et al.
(författare)
-
Det osynliga våldet. Förskolans och skolans (o)förmåga att identifiera och bemöta barn som upplever våld inom familjen
- 2016
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- I detta paper presenteras några första preliminära resultat från ett nyligen påbörjat forskningsprojekt som på ett övergripande plan handlar om barn som bevittnar våld i hemmet. Studien är ett treårigt projekt finansierat av Forte och påbörjades hösten 2015.Syftet med studien är att identifiera och studera förskole- och skolpersonals kunskaper, erfarenheter och uppfattningar när det gäller att identifiera, hantera och stödja barn och ungdomar som lever med en våldsproblematik i hemmet. Frågor som projektet ska belysa är förekomst av fenomenet och orosanmälningar från förskola och skola, hur (för)skolans personal identifierar och agerar om det uppkommer misstanke om att barnet lever i en familj med en våldsproblematik samt vilka rutiner och vilket stöd dessa barn erbjuds i verksamheterna förskola och skola. En viktig fråga är hur skolans aktörer definierar den här formen av våldsproblematik. Har diskursen om att upplevelse av våld är barnmisshandel fått genomslag i (för)skolans stödjande och förebyggande arbete? Det för vidare till frågan om huruvida barn och ungdomar som upplevt våld bedöms och behandlas som ”barn i behov av särskilt stöd” enligt förskolans och skolans styrdokument och praktiker. Vidare studeras om och i så fall hur kontakten med socialtjänsten har betydelse för skolans sätt att respondera på problemet. Hur upplever skolans och socialtjänstens aktörer samarbetet och vilket stöd finns inom och mellan institutionerna?
|
|
| 5. |
- Markström, Ann-Marie, 1956-, et al.
(författare)
-
Fokusgruppssamtal om svåra frågor
- 2017
-
Ingår i: Venue. - Linköping : Linköping University Electronic Press. - 2001-788X. ; 6:1, s. 1-4
-
Forskningsöversikt (övrigt vetenskapligt/konstnärligt)abstract
- Orosanmälningar till socialtjänsten hör till en av de arbetsuppgifter som upplevs som svåra i förskola och skola. I ett aktuellt forskningsprojekt har fokusgruppssamtal visat sig vara en fruktbar metod för att tillsammans i grupp bearbeta, diskutera och reflektera över hur man i förskola och skola kan identifiera och stödja barn som bevittnar i våld i hemmet. Detta projekt har väckt frågan om en bredare användning av fokusgruppssamtal som pedagogiskt verktyg i förskola och skola.
|
|
| 6. |
|
|
| 7. |
- Markström, Ann-Marie, 1956-, et al.
(författare)
-
Recognition and identification of children in preschool and school who are exposed to domestic violence
- 2017
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research topic/Aim: ”Please insert your text here”Children exposed to domestic violence (EDV) is in many countries regarded as one of society’s most important social and health problems (e.g. Feerick et al., 2006) and is a matter for the welfare system and their institutions in the Nordic countries (Eriksson, 2005; Øverlien & Hydén 2009). In Sweden, at least one child in 20 is exposed to situations of domestic violence (Annerbäck et al., 2010). Previous research show that to be witness/exposed to domestic violence as a child is as serious and harmful as to be physically or in other ways directly abused and have the same negative consequences. To be exposed to violence may cause psychological problems, social problems and negative cognitive and academic outcomes (Mac Millan 2014; Olofsson et al. 2011; Øverlien 2010). For example, research has found lower reading levels, lower scores in math tests (Kiesel et al. 2016) and drop outs of school (Durand et al. 2011). That is, this problem is something that also have to be handled in educational settings. In this paper we discuss some preliminary results from a reseach project which aims to investigate professionals in preschools ´ and schools´ knowledge, experiences and perception regarding children exposed to domestic violence. More specifically, the aim of the paper is to investigate if and how professionals in school notice and identify children exposed to domestic violence and if they do, how do the professionals respond on that. Theoretical frameworks: ”Please insert your text here”A social constuctionistic perspective on interviews and response theory are applied in the analyses. Methodology/research design: ”Please insert your text here”Methododologically, the project as a whole use a multimethod design including both quantitative and qualitative data. In this paper we present some results that draw on individual interviews and focus group interviews with preschool teachers, teachers, school nurses, special education teachers and school social workers that meet children on everyday basis or in more specific situations in the pre/school contexts. Expected conclusions/Findings: ”Please insert your text here”So far the results show that the professionals think that even if they have knowledge about the legislation about their responsibilities, they are not so familiar or think that they have knowledge enough about child abuse when it comes to being exposed to/witnessing domestic violence. The preliminary results also point at what is at stake when it comes to identify these children is; what kind of signals or symptoms that the professionals in school pay attention to, the professionals´ prerequisites and the role of relations to the child, their parents, colleagues and to the Child Protection Service. Moreover, the analyses also show that the possibility that a concern for a child will be identified and reported and for a child to get adequate support, can be explained by different factors on an individual, group and/or organizational level. Relevance for Nordic Educational Research: ”Please insert your text here”(see the introduction above.) Research topic/AimChildren exposed to domestic violence (EDV) is in many countries regarded as one of society’s most important social and health problems (e.g. Feerick et al., 2006) and is a matter for the welfare system and their institutions in the Nordic countries (Eriksson, 2005; Øverlien & Hydén 2009). In Sweden, at least one child in 20 is exposed to situations of domestic violence (Annerbäck et al., 2010). Previous research show that to be witness/exposed to domestic violence as a child is as serious and harmful as to be physically or in other ways directly abused and have the same negative consequences. To be exposed to violence may cause psychological problems, social problems and negative cognitive and academic outcomes (Mac Millan 2014; Olofsson et al. 2011; Øverlien 2010). For example, research has found lower reading levels, lower scores in math tests (Kiesel et al. 2016) and drop outs of school (Durand et al. 2011). That is, this problem is something that also have to be handled in educational settings.In this paper we discuss some preliminary results from a reseach project which aims to investigate professionals in preschools ´ and schools´ knowledge, experiences and perception regarding children exposed to domestic violence. More specifically, the aim of the paper is to investigate if and how professionals in school notice and identify children exposed to domestic violence and if they do, how do the professionals respond on that.Theoretical frameworksA social constructionistic perspective on interviews and response theory are applied in the analyses.Methodology/research design: ”Please insert your text here”Methododologically, the project as a whole use a multimethod design including both quantitative and qualitative data. In this paper we present some results that draw on individual interviews and focus group interviews with preschool teachers, teachers, school nurses, special education teachers and school social workers that meet children on everyday basis or in more specific situations in the pre/school contexts.Expected conclusions/FindingsSo far the results show that the professionals think that even if they have knowledge about the legislation about their responsibilities, they are not so familiar or think that they have knowledge enough about child abuse when it comes to being exposed to/witnessing domestic violence. The preliminary results also point at what is at stake when it comes to identify these children is; what kind of signals or symptoms that the professionals in school pay attention to, the professionals´ prerequisites and the role of relations to the child, their parents, colleagues and to the Child Protection Service. Moreover, the analyses also show that the possibility that a concern for a child will be identified and reported and for a child to get adequate support, can be explained by different factors on an individual, group and/or organizational level
|
|
| 8. |
- Markström, Ann-Marie, 1956-, et al.
(författare)
-
Socialpedagogiska institutioner för barn i tid och rum
- 2004
-
Ingår i: Socialpedagogik och samhällsförståelse. - Stockholm, Stehag : Symposion Brutus Östling. - 9171396403 - 9789171396402 ; , s. 107-134
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 9. |
- Markström, Ann-Marie, 1956-, et al.
(författare)
-
The decision whether to report on children exposed to domestic violence : perceptions andexperiences of teachers and school health staff
- 2018
-
Ingår i: Nordic Journal of Social Research. - : Taylor & Francis. - 1892-2783. ; 8:1, s. 22-35
-
Tidskriftsartikel (refereegranskat)abstract
- The law requires staff at Swedish preschools and schools to report suspected or known child abuse to the child protection services (CPS). In this qualitative study, focus group and individual interviews with teachers and staff in the school health teams (SHTs) were conducted to examine their experiences and strategies when they decide to make or not make a legislative report to the CPS when they suspect or know that a child has been witnessing domestic violence. What affect professionals at preschool and school when they decide whether to make a report to the CPS? What arguments do the professionals at preschool and school use when they talk about what affects them in their decisions on whether to make a report to the CPS? What prevents or promotes such a decision? The data is analysed from a social constructionist perspective and the concept emotional work. The results indicate that the professionals seem to be very insecure and emotionally governed in such situations. It is explained as a result of a lack of knowledge and support at the institutional level for their complex emotional and practical work in making decisions and acting in relation to children affected by exposure to domestic violence (EDV). In addition, their relations with the CPS are an important factor in how they respond to children that are affected by EDV. The study also reveals some good examples and strategies that professionals use to live up to their mandatory duty to report children that are exposed to domestic violence.
|
|
| 10. |
|
|
