| 1. |
- Wallerstedt, Cecilia, 1976, et al.
(författare)
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Socioculturally-informed Interaction Analysis (SIA): Methodology and theoretical and empirical contributions of an emerging research program in early childhood education
- 2022
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Ingår i: International Research in Early Childhood Education. - 1838-0689. ; 12:1, s. 1-23
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Tidskriftsartikel (refereegranskat)abstract
- Over the last decade, a Swedish research group has conducted several empirical studiesin the field of Early Childhood Education (ECE). These studies are examples of what is sometimes referred to as practice-based studies, and they are often conducted in collaboration with ECE personnel. In this meta-study, we review 37 publications from the research group to highlight key contributions in terms of methodological issues or challenges identified,as well as empirical findings and theoretical developments. We argue that these studies constitute an emerging research program, termed Socioculturally-informed Interaction Analysis(SIA). Key aspects of SIA are:examining learning as a process, using recordings to avoid bias, considering pragmatic validity when working with transcriptions, making claims closely aligned with what is studied (ecological validity), and viewing context as an analytical rather than as a descriptive concept,and generalising at a conceptual level, which affords empirical generalisation.
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| 2. |
- Lagerlöf, Pernilla, 1972, et al.
(författare)
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Barns ’agency’ i lekresponsiv undervisning
- 2019
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Ingår i: Forskning om undervisning och lärande. - 2001-6131. ; 7:1, s. 44-63
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Tidskriftsartikel (refereegranskat)abstract
- The present study focuses on children’s agency, that is, children’s active participation, in play activities with teachers in preschool education. There is a contemporary discourse on play, emphasizing that teachers’ involvement could prevent children’s agency. At the same time, preschool is a play-based setting for enhancing children’s learning. In the article, we therefore problematize the relationship between children’s agency and teachers’ participation in terms of what we refer to as play-responsive teaching. We have conducted an interaction analysis to focus on how a teacher scaffolds a play activity, which contributes to children’s agency and learning. The findings show that the teacher makes children’s contributions legitimate and invites them to be co-producers of the play. On the basis of our empirical analysis, we therefore argue that agency is not something that can be taken for granted as naturally developing; rather, it is dependent on mediation. Therefore, the teacher has a central role in contributing to children’s development of agency.
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| 3. |
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| 4. |
- Nilsen, Malin, 1974, et al.
(författare)
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Evolving and re-mediated activities when preschool children play analogue and digital Memory games
- 2021
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Ingår i: Early years. - : Informa UK Limited. - 0957-5146 .- 1472-4421. ; 41:2-3, s. 232-247
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Tidskriftsartikel (refereegranskat)abstract
- The use of apps in preschool has increased considerably during the last few years. Studies have shown that digital technologies are sometimes used to replace analogue artefacts in educational settings. This calls for studies on how the use of apps transforms preschool activities. This study empirically investigates how preschool children play Memory games in both digital and analogue form and how the artefacts mediate and re-mediate the children’s engagement. The findings show that two types of Memory games evolved into distinctively different kinds of activities. Our results indicate that it is a complex matter to predict learning outcomes from specific games and calls for a more nuanced discussion on how digital artefacts can mediate and re-mediate activities.
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| 5. |
- Nilsen, Malin, 1974, et al.
(författare)
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The tablet computer as a mediational means in a preschool art activity
- 2015
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Ingår i: Understanding Digital Technologies and Young Children: An international perspective. - London : Routledge. - 9781138804418 ; , s. 139-154
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Bokkapitel (refereegranskat)abstract
- In this chapter we will study what happens when a new technology in the form of a tablet computer enters into a well-established early childhood education practice: an art activity. Whether, and if so how, the use of this technology transforms this practice, what challenges it poses to the participants (child and teacher) and how they take on these, are analysed. Sociocultural theory is used to analyse the evolving activities and the participants’ projects. In the studied activity, one child (four-year-old Vera) is to use a biology app to locate a bug that will serve as a template for her art-making activity where she tries to construct a butterfly. The results show that the hardware and software of the technology delimit her project and that she and the teacher have difficulties establishing intersubjectivity due to them being engaged in partly different projects. The technology is used in accordance with an established tradition rather than engendering a new kind of art activity.
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| 6. |
- 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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| 7. |
- Pramling, Niklas, 1973, et al.
(författare)
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Play-responsive teaching in early childhood education
- 2019
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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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| 8. |
- 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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| 9. |
- Wallerstedt, Cecilia, 1976, et al.
(författare)
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Bandformering och genus på 2010-talet: Förändrade villkor för att spela i band?
- 2016
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Ingår i: Educare. - 1653-1868. ; 2016:1, s. 19-41
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to discuss conditions for young people forming rock/pop bands. In particular, we focus on how the subject position band member is constituted and can be problematized through a post-structural gender approach. Our discussion is driven by an observation of three areas for societal change affecting contemporary conditions for band formation and band playing, which all draw on a discourse claiming that ”everyone can”. First-ly, rock and pop bands today get institutional support through formal schooling and music education in Sweden. Secondly, the digitization of music and inter-net-based resources available are suggested to make possible musical learning for all. Thirdly, equality discourses encourage girls to ”claim space” and ”be heard”, also musically. The discussion of these three areas for change is com-plemented empirically by a Swedish case of five 13-year-old girls playing in a band. Our material consists of video-recordings and field notes from six re-hearsals and one public concert, and social media postings. Based on our re-sults, we see that while physical conditions for band formation have changed over the past decades, the subject position band member is still conditioned, not the least by gender. Therefore, we suggest that the subject position band member needs to be re-visited and most likely re-defined as new conditions for band formation practices take form.
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| 10. |
- Abou-Taouk, Hiba, 1981, et al.
(författare)
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Leka på flera språk: Att stötta flerspråkigt deltagande i förskolan
- 2024
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Ingår i: Nordisk Barnehageforskning. - 1890-9167. ; 21:3, s. 205-226
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Tidskriftsartikel (refereegranskat)abstract
- Denna studie syftar till att undersöka användningen av flera språk i narrativ lek och hur förskolläraren stöttar flerspråkiga barns deltagande i dessa aktiviteter. Gemensamma lekar har videoobserverats och analyserats med interaktionsanalys. Resultatet indikerar att deltagarna använder flera namngivna språk för att kommunicera om lekens regler och innehåll, i metakommunikation om språkanvändning under leken samt i sammanhang relaterade till högtider och populärkultur. Studien belyser hur ett transspråkande arbetssätt kan tillämpas genom att förskolläraren legitimerar användning av flera språk, triggar barns berättande på flera språk och metakommunicerar om språk i leken. Genom att framhäva vikten av transspråkande lekaktiviteter och erkänna flerspråkighet som en resurs bidrar studien till förståelsen av hur förskollärare kan stötta språkutveckling i en flerspråkig förskolemiljö.
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