| 1. |
- Löfstrand, Sofia, et al.
(författare)
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Feasibility of Electrifying Urban Goods Distribution Trucks
- 2013
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Ingår i: SAE International Journal of Commercial Vehicles. - : SAE International. - 1946-391X .- 1946-3928. ; 6:1, s. 24-33
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Tidskriftsartikel (refereegranskat)abstract
- This paper discusses the feasibility of electrifying medium to heavy urban goods distribution trucks. As a case study, an existing transport system in the Swedish city of Gothenburg is used. The project is a joint research effort between a vehicle OEM, an electric utility, a fleet operator, the Swedish Transport Administration and two research organizations. One main objective is to determine if and when different electrified powertrains are cost efficient to the end user. The results indicate that by 2015 conventional powertrains are still probably the most cost effective alternative in all applications studied. But in 2025, electrified powertrains are most cost efficient for most transport scenarios. These results indicate a transition in preferred powertrain technology for urban trucks within the coming ten years. It is important to point out that this result may not be general. Driving patterns, energy price developments and technology maturity of components such as batteries and motors greatly influence the total cost of ownership and large regional differences in when such a transition may occur are expected. In addition to the total cost of ownership, important issues for a successful deployment are policies (e.g. restricting access to urban areas for noisy and polluting vehicles), information and communication solutions (e.g. adapted route planning), access to a cost effective charging infrastructure (and low-carbon electricity production) and new business models. These must all be developed in parallel to the vehicle and powertrain technology. The large number of different stakeholders involved in this transition is also a challenge in itself.
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| 2. |
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| 3. |
- Pramling, Niklas, 1973, et al.
(författare)
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Learning, Teaching, and Didaktik
- 2019
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Ingår i: Play-Responsive Teaching in Early Childhood Education. - Cham : Springer. - 2468-8746. - 9783030159580 ; , s. 17-29
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Bokkapitel (refereegranskat)abstract
- In this chapter, our perspective on teaching, learning and didaktik are presented. What we refer to as didaktik highlights issues concerning content and context, and we therefore discuss these notions more closely. © 2019, The Author(s).
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| 4. |
- Pramling, Niklas, et al.
(författare)
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Play-responsive teaching in early childhood education
- 2019
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- This open access book develops a theoretical concept of teaching that is relevant to early childhood education, and based on children’s learning and development through play. It discusses theoretical premises and research on playing and learning, and proposes the development of play-responsive didaktik. It examines the processes and products of learning and development, teaching and its phylogenetic and ontogenetic development, as well as the ‘what’ of learning and didaktik. Next, it explores the actions, objects and meaning of play and provides insight into the diversity of beliefs about the practices of play. The book presents ideas on how combined research and development projects can be carried out, providing incentive and a model for practice development and research. The second part of the book consists of empirical studies on teacher’s playing skills and examples of play with very young as well as older children.
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| 5. |
- Pramling, Niklas, 1973, et al.
(författare)
-
Play-responsive teaching in early childhood education
- 2019
-
Bok (refereegranskat)abstract
- This open access book develops a theoretical concept of teaching that is relevant to early childhood education, and based on children’s learning and development through play. It discusses theoretical premises and research on playing and learning, and proposes the development of play-responsive didaktik. It examines the processes and products of learning and development, teaching and its phylogenetic and ontogenetic development, as well as the ‘what’ of learning and didaktik. Next, it explores the actions, objects and meaning of play and provides insight into the diversity of beliefs about the practices of play. The book presents ideas on how combined research and development projects can be carried out, providing incentive and a model for practice development and research. The second part of the book consists of empirical studies on teacher’s playing skills and examples of play with very young as well as older children.Table of contentsPart IDeveloping Play-responsive Didaktik – Mission Impossible?Learning, Teaching, and DidaktikPlaying, Playworlds, and Early Childhood EducationA Combined Research and Development ProjectPart IIThe Lava-Shark: Teachers Attempting to Enter Children’s PlayThe Lion and the Mouse: How and Why Teachers Succeed in Becoming Participants in Children’s Ongoing PlayGoldilocks and Her Motorcycle: Establishing Narrative FramesThe Triangle-Lady and Billy Goats Gruff: Constituting Contents for Learning in PlayWhen Kroko-the-Crocodile Got SickThe Magical Fruits: Establishing a Narrative Play Frame for Mutual Problem SolvingThe Letter Thief: From Playing to Teaching to Learning to PlayingPart IIIA Play-responsive Early Childhood Education didaktik
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| 6. |
- Pramling, Niklas, et al.
(författare)
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Play-responsive teaching in early childhood education
- 2019
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- This open access book develops a theoretical concept of teaching that is relevant to early childhood education, and based on children’s learning and development through play. It discusses theoretical premises and research on playing and learning, and proposes the development of play-responsive didaktik. It examines the processes and products of learning and development, teaching and its phylogenetic and ontogenetic development, as well as the ‘what’ of learning and didaktik. Next, it explores the actions, objects and meaning of play and provides insight into the diversity of beliefs about the practices of play. The book presents ideas on how combined research and development projects can be carried out, providing incentive and a model for practice development and research. The second part of the book consists of empirical studies on teacher’s playing skills and examples of play with very young as well as older children.
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| 7. |
- Pramling, Niklas, et al.
(författare)
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Playing, Playworlds, and Early Childhood Education
- 2019
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Ingår i: International Perspectives on Early Childhood Education and Development. - Cham : Springer. ; , s. 31-54
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Bokkapitel (populärvet., debatt m.m.)abstract
- In this chapter, we review empirical research on play and learning in ECEC, highlighting some studies that are of more general interest to our present study. We also review work on conceptualizing and valuing play, and we position the present study in relation to some particularly important previous studies.
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| 8. |
- Pramling, Niklas, 1973, et al.
(författare)
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The Letter Thief: From Playing to Teaching to Learning to Playing
- 2019
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Ingår i: Play-Responsive Teaching in Early Childhood Education. - Cham : Springer International Publishing. - 2468-8746.
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In this chapter, we show how a learning content can be introduced in a child-initiated play frame, without interrupting the play. The chapter therefore gives an example of how what is sometimes referred to as academic content can be promoted through such activity. The analysis clarifies how reading and graphical symbols become structuring resources in children’s play. A real-world problem (as is) is introduced and managed within the fictional realm of play (as if). © 2019, The Author(s).
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| 9. |
- Pramling, Niklas, 1973, et al.
(författare)
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The Lion and the Mouse: How and Why Teachers Succeed in Becoming Participants in Children’s Ongoing Play
- 2019
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Ingår i: Play-Responsive Teaching in Early Childhood Education. - Cham : Springer. - 2468-8746. - 9783030159580 ; , s. 87-96
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Bokkapitel (refereegranskat)abstract
- In this chapter, we investigate preschool teachers’ attempts to participate when children are already engaged in playing (alone or with playmates), and we focus on when and why teachers seem to succeed (or not) in their attempts to enter such play. © 2019, The Author(s).
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| 10. |
- Pramling, Niklas, 1973, et al.
(författare)
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The Magical Fruits: Establishing a Narrative Play Frame for Mutual Problem Solving
- 2019
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Ingår i: Play-Responsive Teaching in Early Childhood Education. - Cham : Springer. - 2468-8746. - 9783030159580 ; , s. 137-151
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Bokkapitel (refereegranskat)abstract
- In this chapter, we analyze a prolonged activity from initiation to conclusion, focusing on (i) how the teacher establishes a narrative, imaginary, frame for the activity, (ii) how children participate and contribute to this activity, (iii) what didaktikal challenges are actualized and what support the children are given in the activity, including what contents are constituted, and (iv) what the implications of the activity are for children’s development. © 2019, The Author(s).
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