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Numrering	Referens	Omslagsbild	Hitta
1.	Ahlskog-Björkman, Eva, et al. (författare) Communicative Tools and Modes in Thematic Preschool Work 2016 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 186:8, s. 1243-1258 Tidskriftsartikel (refereegranskat)
2.	Almqvist, Anna-Lena, et al. (författare) Making oneself heard : Children's experiences of empowerment in Swedish preschools 2015 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 185:4, s. 578-593 Tidskriftsartikel (refereegranskat)abstract Children’s experiences of empowerment in relation to preschool peers and in child–adult interactions were studied, involving 25 four-to six-year-olds from four Swedish preschools. Group interviews using puppets comprised pre-constructed scenarios to examine preschools’ activities. Children took photos of indoor and outdoor preschool environments, followed by a photo-elicitation interview. Data were analysed by content analysis. Results showed that authority was expressed in relation to teachers and parents. Children negotiated about handling situations and described relations with teachers as uncomplicated; the contrary was the case with peers. Structure meant that children could choose between courses of action within set frames, describing empowerment as decision-making within limitations. Results indicated the importance of preschool teachers stimulating children to reflect on their own ability by discussing issues concerning children’s sense of empowerment, using methods similar to the ones in this study.
3.	Almqvist-Tangen, Gerd, et al. (författare) Considerations of the concept of infant health : a literature review 2006 Ingår i: Early Child Development and Care. - Oxon, UK : Routledge. - 0300-4430 .- 1476-8275. ; 176:6, s. 575-589 Tidskriftsartikel (refereegranskat)abstract This study examined a wide range of literature in order to describe factors associated with the concept of infant health. The design of the study is a literature review examining 21 research studies, written in the English language. The study explored which factors were found to exert an influence on the concept of infant health. The result showed that the concept infant health is dependent on many factors but what seems to exert an influence are foremost maternal health and well-being, the family's health care utilization and the parental assessment of their own health. Additional studies are needed to fully understand the concept of infant health. The need for an infant definition that empowers infant health arises because, if a common ground is not clearly established, miscommunication may arise. Furthermore, there is a need to initiate a model for infant health.
4.	Alvestad, Torgeir, 1960, et al. (författare) Challenges and dilemmas expressed by teachers working in toddler groups in the Nordic countries 2014 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 184:5, s. 671-688 Tidskriftsartikel (refereegranskat)abstract This article is based on a collaborativestudy in Iceland, Sweden and Norway of the youngest children in institutional settings, such as preschools. At the present time, preschool curricula and frameworks are changing to include increased learning. However, preschool teacher education lacks sufficient focus on this age group. New preschool organisations depend both on the increased number of very young children in the system and on new versions of pedagogical approaches. This study is based on the voices of preschool staff who work with very young children. The results showed the dilemmas and challenges that these teachers experience in their everyday work.
5.	Alvestad, Torgeir, 1960, et al. (författare) Preschool teachers´ perspectives on planning and documentation in preschool 2015 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 185:3, s. 377-392 Tidskriftsartikel (refereegranskat)abstract This article is based on a research project focusing on Norwegian teachers’ planning and documentation of children’s learning in preschool. Norwegian preschools follow a national curriculum and teachers are obliged to document both professional practice and learning outcomes. The aim of the article is to investigate teachers’ experiences of challenges, problems and dilemmas related to their planning and documentation. Questions asked are: ‘How do teachers plan their work with the children?’, ‘What is the focus in documentation?’, and ‘How do teachers express relationships between planning and documentation?’ Findings reveal that there are specific problems and dilemmas connected to relationships between teachers’ planning, documentation, and reflection on children’s learning in preschool. The results are described in relation to each of the research questions.
6.	Axelsson, Annika, et al. (författare) Influential factors on children's reading and writing development : the perspective of parents in a Swedish context 2020 Ingår i: Early Child Development and Care. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0300-4430 .- 1476-8275. ; 190:16, s. 2520-2532 Tidskriftsartikel (refereegranskat)abstract Early reading and writing skills are important in order to develop and succeed, both in school and later on in life. The aim of this study was to shed light on influential factors on children's reading and writing development from the perspective of parents. Bronfenbrenner's bioecological model for human development was adopted as a theoretical framework. The researchers made use of retrospective life-history oriented interviews with 27 parents conducted as part of a larger research project in Sweden. In the interviews, the parents described factors that can be interpreted as being influential. A thematic analysis technique generated nine themes: Child's abilities and engagement; Genetics and parents' abilities; More able siblings and peers; Involved parents and grandparents; Teacher competence, attitude and collaborations; Social climate in preschool and preschool class; Free play and child-initiated reading and writing activities; Toys and books; and Extra support provisions and stimulation. Implications are discussed.
7.	Bergström, Helena, 1971-, et al. (författare) Child sexual abuse at preschools - a research review of a complex issue for preschool professionals 2016 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 186:9, s. 1520-1528 Forskningsöversikt (refereegranskat)abstract The objective of this research review is to synthesize research published between 2000 and 2015 regarding child sexual abuse, preschool and preschool teachers. The review identifies themes relevant for the preschool teacher profession: child sexual abuse at preschools, suspicions and consequences for the preschool sector, preventing techniques and the preschool teacher as a safeguarder. Furthermore, important types of tensions in efforts to safeguard against child sexual abuse are identified: the importance of listening to children and avoiding false allegations, the preschool teacher as a safeguarder and a potential abuser, and the importance of preventing child sexual abuse and providing qualitative care of children. Implications for the profession, the education of preschool teachers and the need for more research are addressed.
8.	Bergström, Helena, et al. (författare) Swedish media discourses about child sexual abuse in preschools : the best interest of the child and continued trust in male teachers 2020 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 190:12, s. 1878-1886 Tidskriftsartikel (refereegranskat)abstract The framing of news promotes certain interpretations. The representation of a problem in public media thereby affects the idea of what to do about that problem. This article analyses discourses about child sexual abuse (CSA) in preschools, occurring in Swedish printed media 2014–2015, and interprets the effects that the discourses may have on the social practices. ‘The discourse of the best interest of the child and preschool as a good place’ and ‘the discourse of equality as an ideal’ dominate the material, although narratives describe CSA. Solutions to limiting CSA are discussed only rarely.
9.	Björklund, Camilla, 1977, et al. (författare) Challenges of teaching mathematics within the frame of a story – a case study 2013 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 183:9, s. 1339-1354 Tidskriftsartikel (refereegranskat)abstract This article will focus on early childhood education and pedagogy in the new millennium. The context is Sweden and Swedish preschool, where a change in the school law a few years ago also resulted in a revision of the preschool curriculum. ‘Teaching’ is one of the new notions that has not previously been used in the preschool context. In this empirical article, we will look specifically at what happens in a teaching situation where the teacher has an intended object of learning and manages to involve all five children in an active dialogue about the mathematical notions of half and whole. From the analysis, we discern three features important in the teacher's use of a story as a basis for teaching children: (1) shared attention, (2) reasoning about meaning, and (3) creating a demarcated space for learning a specific content.
10.	Björklund, Camilla, 1977 (författare) Less is more – mathematical manipulatives in early childhood education 2014 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 184:3, s. 469-485 Tidskriftsartikel (refereegranskat)abstract This article is a discussion drawing on a learning study with a teacher working with one- and two-year-olds. The focal interest is a scrutiny of the use of manipulative objects, emanating from observations of a teacher's and children's use of, and responses to the use of, different objects. The concept of size and the notions ‘large’ and ‘small’ are offered as authentic examples and analysed in terms of the variation theory of learning. Main findings are that mathematics learning in early childhood will benefit from a greater attention to how teachers can make use of specific objects for certain pedagogical purposes. Analysis reveals the necessity to pay attention to how the aspects of the learning object can be discerned by the children, given that fewer features offer more learning opportunities. The teacher's role as a guide is, though, considered essential in supporting the children's discerning act through both verbal and visual means.
11.	Borg, Farhana (författare) Economic (in)equality and sustainability : preschool children's views of the economic situation of other children in the world 2019 Ingår i: Early Child Development and Care. - : Routledge. - 0300-4430 .- 1476-8275. ; 189:8, s. 1256-1270 Tidskriftsartikel (refereegranskat)abstract This study explored preschool children’s knowledge and views of other children’s economic situation worldwide, and their self-reported sources of such knowledge. A total of 53 final-year preschool children, aged 5–6, from 12 preschools in Sweden were interviewed. Children’s responses were analysed using content analysis and the Structure of the Observed Learning Outcomes Taxonomy. Most of them seemed to have knowledge about the lives and the economic situation of other children in the world. Many of the preschool children could justify their views with one or more relevant ideas or thoughts, and a few of them were also able to logically connect their arguments. Parents, media and observations of real-life situations were reported as major sources of knowledge, while preschool was mentioned by a few. Further research is needed to enhance our knowledge about how to integrate social and economic sustainability in preschool’s pedagogical activities and to engage children meaningfully in such learning.
12.	Borg, Farhana, et al. (författare) Preschool children's knowledge about the environmental impact of various modes of transport 2019 Ingår i: Early Child Development and Care. - Abingdon : Taylor & Francis. - 0300-4430 .- 1476-8275. ; 189:3, s. 376-391 Tidskriftsartikel (refereegranskat)abstract This study explored Swedish preschool children’s knowledge about theenvironmental impact of various transport modes, and investigatedwhether or not eco-certification has any role to play in relation to thisknowledge. Additionally, this study examined children’s perceivedsources of knowledge. Using illustrations and semi-structured questions,53 children, aged five to six years, from six eco-certified and six non-eco-certified preschools were interviewed. Qualitative and quantitative datawere analysed using content analysis and Orthogonal Partial LeastSquares Discriminant Analysis (OPLS-DA), respectively. Findings revealedthat most of the children had acquired some knowledge about theenvironmental impact of various transport modes, although somechildren were not familiar with the word‘environment’. Although thecomplexity of children’s justifications for the environmental impact ofdifferent modes of transport tended to be higher at eco-certifiedpreschools compared to non-eco-certified preschools, no statisticallysignificant differences were found. Parents were reported to be a majorsource of knowledge.
13.	Bourbour, Maryam, 1977-, et al. (författare) Integration of interactive whiteboard in Swedish preschool practices 2015 Ingår i: Early Child Development and Care. - : Routledge. - 0300-4430 .- 1476-8275. ; 185:1, s. 100-120 Tidskriftsartikel (refereegranskat)abstract This paper aims at exploring the roles preschool teachers give technologies in mathematics education and the ways they structure their mathematics learning activities using interactive whiteboard (IWB) as a technological artefact. Data collected from observations of three preschool teachers embedding IWB in a preschool practice in Sweden provided the primary data sources. The findings suggest that the use of IWB in preschool can be viewed as 'Multisensory resources to engage young children's reasoning', 'Challenging young children to engage in problem-solving activities' and 'Taking the child's interest as a point of departure'. This study also highlights the importance of preschool teachers' pedagogical and technological knowledge that shape and mediate the ways they embed IWB in preschool pedagogical practices.
14.	Bourbour, Maryam, 1977-, et al. (författare) Practise what you preach : the Interactive Whiteboard in preschool mathematics education 2017 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 187:11, s. 1819-1832 Tidskriftsartikel (refereegranskat)abstract The Interactive Whiteboard (IWB) is now a common technological artefact in Swedish preschools and schools. This study examines preschool teachers’ thinking behind the embedding of IWB in the early years’ mathematics classroom and how preschool teachers structure their mathematical activities when using IWB. Two complementary empirical studies, that is, interviews and video observations, were conducted with four preschool teachers. The findings demonstrate that (just) having a positive attitude to technological artefacts like IWB is less likely to enrich the learning environment and lead to pedagogical change. This suggests that teachers’ IWB use is mostly informed by their pedagogical knowledge.
15.	Brodin, Jane, 1942- (författare) Diversity of aspects on play in children with profound multiple disabilities 2005 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 175:7-8, s. 635-646 Tidskriftsartikel (refereegranskat)abstract The article discuss different aspects on play in children with severe and multiple disabilities. What opportunities are available for children in need of special support? How much is regarded as training and how much is regarded as learning?
16.	Brodin, Jane, 1942-, et al. (författare) Improvement of preschool children’s speech and language skills 2020 Ingår i: Early Child Development and Care. - : Taylor & Francis. - 0300-4430 .- 1476-8275. ; 190:14, s. 2205-2213 Tidskriftsartikel (refereegranskat)abstract Many children in preschool have speech and language disorders and a poor communication development, and the need for support is extensive. The aim was to find out if and how reading aloud and storytelling could enhance children’s communication development, the study was interactionistic. Eleven municipal preschools with 23 child units (573 children) participated. A questionnaire containing 15 questions with 54 sub-items was answered on group level by the staff. The results showed that reading aloud and storytelling was used continuously, and the staff believed that the activity would help the children to develop their communication both regarding speech and development of concepts. But this is provided that the staff prioritize literacy in preschool and have knowledge about how to use reading aloud and storytelling to support children’s communication.
17.	Brodin, Jane, 1942-, et al. (författare) Preschool teachers' understanding of quality in preschool : a comparative study in three European countries 2015 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 185:6, s. 968-981 Tidskriftsartikel (refereegranskat)abstract The aim of this article is to highlight the concept ‘quality' with a special focus on preschool teachers' understanding and compare what preschool teachers in Austria, Bulgaria and Sweden regard as quality. Although quality is at high degree a subjective concept, some aspects are regarded decisive for good quality. A questionnaire was distributed to 45 preschools. Data have been stored, processed and compiled with the web-based programme ‘Netigate’. Totally 117 preschool teachers answered the questionnaire. The results among the three countries have been compiled, processed, ranked and compared and show a glace of different ways to interpret quality, although there are also similarities. Many differences are related to social, cultural and financial issues in the countries per se, but there are also organisational and structural differences. Further comparative research needs to focus on modes to improve the quality in preschool and on increasing children's influence.
18.	Brodin, Jane, 1942-, et al. (författare) Reflections on the Revised National Curriculum for Preschool in Sweden – interviews with the heads 2014 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 184:2, s. 306-321 Tidskriftsartikel (refereegranskat)abstract In Sweden a Revised National Curriculum for Preschool (Lpfö 98, rev. 2010) was implemented on July 1st 2011. The purpose of the revised curriculum was to increase the quality in the Swedish preschool by stressing the scientific basis. The aim was to explore how four heads of preschool reflect on the curriculum and the quality in preschool. This article is based on focus group methodology. The questions concerned reflections on the Curriculum for Preschool, systematic quality work and the role of the heads. The results showed that the most important factors concerning the revised curriculum were competent staff, attitudes and values, and systematic quality work. Important factors for quality work were competent staff, enough time for pedagogical planning and the children, low staff turnover. Important issues concerning the role of the heads were knowledge and understanding of the mission, systematic work and goals of improvement.
19.	Broström, Stig, et al. (författare) Preschool teachers' views on children's learning : an international perspective 2015 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 185:5, s. 824-847 Tidskriftsartikel (refereegranskat)abstract This comparative study investigated the perspectives of preschool teachers in Australia, Denmark, Estonia, German, Greece and Sweden about learning and participation in preschool. A structured survey questionnaire investigated four main questions: What situations can be characterised as learning? What activities are important for learning? What are the best conditions for children's learning? How do preschool teachers understand participation in relation to children's learning in preschool? Results suggest that play, interactions with other children and adults, the provision of different activities and teacher support are important for children's learning. While similarities were noted, results indicate some disparity between countries and a further in-depth interview-style study is recommended to provide a deeper understanding of teachers' perspectives and practices around children's learning.
20.	Cederborg, Ann-Christin, 1952- (författare) Power relations in pre-school children's play 2021 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 191:4, s. 612-623 Tidskriftsartikel (refereegranskat)abstract As few studies have investigated how pre-school children produce and negotiate social positions when powerful positions are claimed, this study explores how 3–5 year-old children construct the social order of peer play when balancing the power game within the interaction. This is a video documented ethnographical case study where the methodology used is inspired by conversation analysis. The ﬁndings are that young children, just like older children, can build up and maintain asymmetrical relations during play by jointly co-constructing status positions through their use of language, body space and objects. The subordinates display legitimation of power when their superior playmate utilizes obvious tools to act and maintain their high-status position. However, positioning themselves in power play may imply that they have to endure unpleasant and unfriendly treatment, and this experience provides knowledge of how to dominate others and act from subordinate positions, where some are ‘marginalized and others privileged’.
21.	Cederborg, Ann-Christin, 1952- (författare) Young children's play : a matter of advanced strategies among peers 2020 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 190:5, s. 778-790 Tidskriftsartikel (refereegranskat)abstract This study explores how 3–5 year-old children negotiate participation rights during peer play in a preschool in Sweden. The interest is on how they build relations moment-by-moment. I specifically analyze how they negotiate participation rights with a focus on how they include and exclude each other in the ongoing activity. This is an ethnographic study, and the method is inspired by conversation analysis where the verbal and non-verbal interaction is studied sequentially. The findings are that even very young children are capable of advanced social acts when playing together. Such capacities may include face-threatening acts but also solidarity towards one or more participants. It is important that face-threatening strategies are recognized and addressed as soon as possible because children can need help to find alternative ways to behave when in conflict with one another. Otherwise there is a risk that such strategies, when repeated, cause harm to those children exposed.
22.	Dahlström, Helene, et al. (författare) Prerequisites for emergent literacy in Swedish preschools 2023 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 193:13-14, s. 1417-1433 Tidskriftsartikel (refereegranskat)abstract This study aims to examine preschool literacy practices during observations in Swedish preschools with a focus on environment, read-alouds and emergent writing. The study reported on in this article is based on empirical data from 433 observations in preschools in 80 Swedish municipalities that has been analysed qualitatively and quantitatively. Descriptive analyses have been performed on the quantitative data, and observation notes have been coded and thematically analysed. Five themes were created in the thematic analysis of the qualitative data: differences in accessibility to books, few books in different languages, differences regarding existing reading events, read aloud to calm children, and few existing writing events. The study constitutes an essential basis for knowledge, as well as a prerequisite for future intervention studies and the development of relevant in-service education for preschool teachers. Our conclusion is that there is a considerable lack of equity regarding literacy environments in Swedish preschools.
23.	Eccles, Renata, et al. (författare) Effect of music instruction on phonological awareness and early literacy skills of five- to seven-year-old children 2021 Ingår i: Early Child Development and Care. - : Taylor & Francis. - 0300-4430 .- 1476-8275. ; 191:12, s. 1896-1910 Tidskriftsartikel (refereegranskat)abstract ABSTRACT Multiple studies and systematic reviews have shown that music instruction improves phonological awareness (PA) and early literacy skills in children, although findings vary. In meta-analyses, the reliability and significance of the transfer effect are reduced. The study evaluated the effect of varying durations of music instruction exposure, over a single academic year, on PA and early literacy of young children. Based on the exposure to music instruction, participants were assigned to either a low- or high-exposure group. Additional analyses were conducted for 17 age-matched pairs and to compare participants that only received class music to those that received additional music instruction. Between-groups comparisons showed no significant difference after a single academic year of music instruction. Within-groups comparisons identified more PA improvements in the high-exposure group. Exposure to music instruction for no less than one academic year, is required to conclusively evaluate the effect on PA and early literacy.
24.	Ehrlin, Anna, et al. (författare) Preschool teachers' skills in teaching music: two steps forward one step back 2014 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. Tidskriftsartikel (refereegranskat)abstract This study investigates through observations and interviews what importance further education has for preschool teachers’ practice in two music-profiled preschool and their way of conceptualising it. A distinction between music as a method for teaching, on the one hand, and as a content of knowledge, on the other, is used in the analysis. The result shows that the teachers act confidently in dealing with music; both in spontaneous and planned activities, and that they show competence in teaching music to the children. In contradiction, when the teachers are interviewed about their work, they say that they have never been able to sing or play. They talk about music as a method for learning language, but they realise it in practice as the content of learning. This contradiction and its implications are discussed and it is argued that further education needs to take care of the fact that teachers need to develop a professional language.
25.	Elvstrand, Helene, 1971-, et al. (författare) “You know that we are not able to go to McDonald’s” : Processes of Doing Participation in Swedish Leisure Time Centres 2019 Ingår i: Early Child Development and Care. - : Routledge. - 0300-4430 .- 1476-8275. ; 189:13, s. 2156-2166 Tidskriftsartikel (refereegranskat)abstract This study aims to answer the question of how pupils’ participation is acted within the context of Swedish leisure time centres (LTCs) through the analysis of ethnographic material from five different LTCs. The analysis took a grounded theory approach, and the results show that pupils’ participation in LTCs can be seen as an ongoing negotiation and that participation is something that needs to be worked with in everyday interactions. We identify three important processes for doing participation in LTCs – participation by negotiating, participation by initiating, and participation by choosing. Different aspects of formal and informal ways of doing participation are also of importance, and while pupils can have a greater influence in informal negotiations, this requires certain negotiating skills that not all children possess.
26.	Emilson, Anette, et al. (författare) Children's participation and teacher control 2006 Ingår i: Early Child Development and Care. - 0300-4430 .- 1476-8275. ; 176:3 & 4, s. 219-238 Tidskriftsartikel (refereegranskat)
27.	Emilson, Anette, 1964-, et al. (författare) Doing belonging in early childhood settings in Sweden 2022 Ingår i: Early Child Development and Care. - : Taylor & Francis Group. - 0300-4430 .- 1476-8275. ; 192:14, s. 2234-2245 Tidskriftsartikel (refereegranskat)abstract The aim of this study is to contribute knowledge about the politics of belonging that is embedded in the educational practice of early childhood institutions in Sweden, with the focus on children's doing of belonging. The research questions are: What appears as important aspects for belonging in everyday children's interactions in the ECE practice? How are positions and borders for belonging negotiated, produced, and reproduced among the children? Yuval-Davis's [(2011). The politics of belonging: Intersectional contestations. London: Sage] theory about the politics of belonging is used as a framework. Data consists of 13 h of video-film of interactions among children at two Swedish ECE institutions. The findings show how the doing of belonging involves an ongoing positioning process among the children, and how the borders for being inside or outside the community are continually constructed and reconstructed. One suggestion is to talk about a glimpse or moments of a sense of belonging.
28.	Engdahl, Ingrid, 1952- (författare) Toddler interaction during play in the Swedish preschool 2011 Ingår i: Early Child Development and Care. - London : Gordon and Breach Publishers. - 0300-4430 .- 1476-8275. ; 181:10, s. 1421-1439 Tidskriftsartikel (refereegranskat)abstract This article focuses on how children aged 17-24 months initiate play and interact with their peers during self-initiated play in preschools. Play is looked upon as a rich arena for observing toddler interaction. The ethnographic study was carried out in a toddler unit with 15 children. Six one year old girls and boys were observed during five weeks at the end of a longer research period. The study follows a phenomenological tradition with participatory observations and video recordings. The overall findings support a theoretical perspective where very young children are seen as social actors, with social competences. Play invitation strategies, as well as play enactment and play closing moves, were mostly found to be based on nonverbal communication like locomotion, gestures, physical actions and facial expressions. This study also shows that the competence of taking others’ perspectives was found recurrently in play among younger children. Furthermore, the young children used negotiating skills during their play.
29.	Franzen, Karin (författare) Being a tour guide or travel companion on the children's knowledge journey 2015 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 185:11-12, s. 1928-1943 Forskningsöversikt (refereegranskat)abstract The purpose is to discuss two competing theories of learning in preschool based on preschool teachers' views of knowledge and learning. The focus is mathematical learning but the discussion is applicable to all early childhood learning contexts. Preschool teachers' views on children's learning and development is important for the pedagogy they use and affects how they structure everyday life in the preschool and could lead to consequences for toddlers' knowledge development. In Swedish research on learning, we can identify two dominant, competing perspectives, one based on a predetermined linear course that can be understood as adults defining what is important for children to learn, and a multidimensional perspective, starting with children's knowledge - what they already know and express with spoken or unspoken language. I advocate the broader view of learning since the linear view gives children little opportunity to influence what is to be learned and in what way. Children's initiatives are overlooked in favour of teachers' perceptions of what is important to learn.
30.	Garvis, Susanne, 1981, et al. (författare) Cultural considerations of ECERS-3 in Sweden: a reflection on adaption 2018 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 188:5, s. 584-593 Tidskriftsartikel (refereegranskat)abstract Quality in early childhood education is an important topic in many countries. Research suggests that high-quality preschool provides many long-term benefits for young children and society. How to measure early childhood quality however can be problematic. One approach has been the use of the Early Childhood Environmental Rating Scale (ECERS), an observational scale of the learning environment created in the United States of America. The scale has been used in over 30 countries and translated into different languages. This article discusses cultural issues in relation to the use of ECERS-3 in Swedish preschools. While many of the indicators are easily transferable, some need cultural consideration. These include understanding the Swedish child perspective as expressed in the preschool curriculum, Swedish preschool design and Swedish pedagogy around interaction and safety issues. The article suggests that an adaptation of the scale is needed to be implemented effectively in the Swedish preschool context.
31.	Gurdal, Sevtap, 1976-, et al. (författare) Parental perceptions of children’s agency : Parental warmth, school achievement and adjustment 2016 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 186:8, s. 1203-1211 Tidskriftsartikel (refereegranskat)abstract The present study examined Swedish mothers’ and fathers’ warmth towards their children in relation to their children's agency. It also examined the longitudinal relation between agency and children's externalising, internalising, and school achievement. Swedish children's mothers and fathers (N = 93) were interviewed at three time points (when children were 8, 9, and 10 years old) about their warmth towards their children, children's agency, and children's externalising and internalising behaviours and school achievement. Parental warmth at Time 1 was significantly correlated with child agency at Time 2, which was significantly correlated with child externalising and internalising behaviours and academic achievement at Time 3. There were no differences between girls and boys. Results from this study indicate that Swedish parents’ warmth is directly related to subsequent perceptions of children's agency, which in turn are related to subsequently lower child externalising and internalising problems and higher academic achievement. These findings held in the context of a three-year longitudinal study and for both boys and girls, suggesting the importance of child agency in the link between parental warmth and children's adjustment.
32.	Gustafsson, Karin, 1950, et al. (författare) Using Text in Pre-School: a learning environment 2002 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 172:6, s. 603-624 Tidskriftsartikel (refereegranskat)
33.	Gustavsson, Hans-Olof, et al. (författare) Musicpedagogy as an aid to integration? El Sistema-inspired music activity in two Swedish preschools. 2018 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 188:2, s. 183-194 Tidskriftsartikel (refereegranskat)
34.	Haglund, Björn, 1962-, et al. (författare) Everyday practices in Swedish school-age educare centres: a reproduction of subordination and difficulty in fulfilling their mission 2022 Ingår i: Early Child Development and Care. - : Taylor & Francis Group. - 0300-4430 .- 1476-8275. ; 192:2, s. 248-262 Tidskriftsartikel (refereegranskat)abstract Research directed at institutions focusing on diverse aspects of childreńs social and cognitive development outside school is a growing field. This article discusses Swedish school-age educare centres for children between 6–12 years of age before and after school. These centres are regarded as important for young children’s learning and care, although national statistics and an increasing amount of research shows that the preconditions for fulfilling these assignments are not favourable. This case study is based on Giddens’ theory of structuration and studies staff at three educare centres using a mix of different methods, including interviews, observations and vignettes. The staff assert that their work is regarded as subordinate to that of class teachers. This is demonstrated by distant management, a fragmented working day and a lack of time for planning the work. These conditions are seen to affect the quality and the staff´s opportunities to fulfil their mission.
35.	Haglund, Björn, 1962 (författare) Pupil's opportunities to influence activities: a study of everyday practice at a Swedish leisure-time centre 2015 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 185:10, s. 1556-1568 Tidskriftsartikel (refereegranskat)abstract The focal point of this article is a discussion of pupils' opportunities to make their voices heard and influence the activity in a Swedish leisure-time centre. The study comprises six weeks of ethnographically inspired field work including data from participating observations and walk-and-talk conversations. Two voluntary activities, referred to here as ‘free play' and ‘thematic activity', are discussed. The study shows that free play can be described as an activity where the staff take their point of departure based on the children's perspectives and the enhancement of democratic values and decision-making. The thematic activity can, as with free play, be described as a stimulating activity which is also in line with relevant steering documents. However, staff members’ points of departure are grounded in an adult perspective, a perspective that focuses on affording ‘good' activities. This results in an activity where the pupils’ opportunities to take part in democratic decision-making differ compared to that in free play. © 2015 Taylor & Francis.
36.	Hassani, Fahimeh, et al. (författare) The physical literacy and children with autism 2022 Ingår i: Early Child Development and Care. - : Taylor & Francis. - 0300-4430 .- 1476-8275. ; 192:3, s. 470-480 Tidskriftsartikel (refereegranskat)abstract Children with autism spectrum disorder (ASD) who have problems such as inactivity and the lack of communication need interventions that enable them to participate in society just like their peers. The purpose of this study was to investigate 'I can have physical literacy' programme (ICPL) on physical literacy (PL) in children with ASD. This study was a quasi-experimental study with the pre-test, post-test design, and control group. The intervention programme was based on ICPL and the Canadian assessment of physical literacy (CAPL). The results showed that physical competence (p=.005), daily behaviour (p=.003), motivation and confidence (p=.005), knowledge (p=.001), and PL (p=.005). The intervention is based on the PL effect on physical competence to engage in physical activity (PA), and also embraces more than the body and development of physical skills which includes other factors.
37.	Hedlin, Maria, Docent, 1961-, et al. (författare) Fussy girls and chattering women : The construct and subordination of femininity in preschool teacher training 2018 Ingår i: Early Child Development and Care. - : Routledge. - 0300-4430 .- 1476-8275. ; 188:2, s. 220-230 Tidskriftsartikel (refereegranskat)abstract In Sweden, as in Western countries generally, most preschool teachers are women. This fact sometimes leads to the assumption that preschools are “feminine”, and that this might be bad for boys. We challenge this assumption. Using a gender critical approach we have studied preschool student teachers. “Femininity” might be used as a rhetorical and demeaning stereotype by them. Women and femininity however, are not interchangeable concepts. Failure to acknowledge this can pave the way for subtle sexism against girls and women. Our argument is supported by ethnographic observations and interviews with student teachers. By means of a Foucauldian genealogical analysis we uncover the conditions of possibility for two long-lasting feminine stereotypes. One stereotype argues that young girls should never fuss. The other claims that women are chattering gossipers. Our study shows that these archaic notions persist in Swedish preschool teacher training, despite its long tradition of work for gender equality.
38.	Hedlin, Maria, et al. (författare) Preschool student teachers, technology, and gender : positive expectations despite mixed experiences from their own school days 2014 Ingår i: Early Child Development and Care. - : Taylor & Francis Group. - 0300-4430 .- 1476-8275. ; 184:12, s. 1948-1959 Tidskriftsartikel (refereegranskat)abstract The Swedish preschool curriculum emphasises preschool teachers' task to stimulate children's interest in science and technology. Technology education, however, has not always had a given place in Swedish early childhood education, and this has been associated with female preschool teachers' fear of technology. This qualitative study explores how students training to be teachers in Swedish preschool view both the technology education they themselves received during their school days and their future task of teaching technology in preschool. The study's empirical material is an assignment that the students did within their Preschool Teacher Programme. Seventy-nine students, including 77 women and 2 men, described their experiences in writing. Many students describe a boring technology education which made them, as girls, feel marginalised. However, there were also those who felt quite at ease with their technology classes. Nevertheless, the students, regardless of their former experiences, have a positive attitude towards the task of teaching technology. Technology education in preschool is viewed as something quite different from the technology education they themselves had in school. The students stress that technology in early childhood education should be something that children and preschool teachers explore together.
39.	Hedlin, Maria, 1960-, et al. (författare) The call for more male preschool teachers : Echoed and questioned by Swedish student teachers 2013 Ingår i: Early Child Development and Care. - 0300-4430 .- 1476-8275. ; 183:1, s. 149-162 Tidskriftsartikel (refereegranskat)
40.	Hedlin, Maria, et al. (författare) The call for more male preschool teachers : Echoed and questioned by Swedish student teachers 2013 Ingår i: Early Child Development and Care. - : Taylor & Francis Group. - 0300-4430 .- 1476-8275. ; 183:1, s. 149-162 Tidskriftsartikel (refereegranskat)abstract In many countries, more men in preschools are called for. In this article, we explore how Swedish students understand the talk about recruiting more male preschool teachers, and how they agree with or challenge dominant notions of femininity and masculinity through their understanding. Interviews were conducted with female and male student teachers who were aiming at working in preschools. The results show that gender stereotypes and common-sense phrases are both adopted and challenged in the students’ discussions. Many students, both female and male, welcome male teachers because men are expected to add something to preschools. Furthermore, male teachers are widely appreciated in a way that female teachers are not. However, other students, both female and male, highlight and question the simplification that often comes with the call for more men. These students question the one-sided focus on gender. They also object to the gender division that may occur in gender-mixed work groups.
41.	Hedlin, Maria, Docent, 1961- (författare) ‘They only see their own child’ : An interview study of preschool teachers’ perceptions about parents 2019 Ingår i: Early Child Development and Care. - : Taylor & Francis Group. - 0300-4430 .- 1476-8275. ; 189:11, s. 1776-1785 Tidskriftsartikel (refereegranskat)abstract The purpose of the present study is to investigate how preschool teachers see their interaction with the home. The empirical material consists of semi-structured interviews with 30 qualified preschool teachers working in Swedish preschools. The informants describe how they promote cooperation and prevent conflict by clarifying that parents’ comments are welcome. They also try to grant parents’ requests regarding their own children; however, the informants also speak about parents having views about what should happen with the whole group and how the teachers should carry out their job, such as parents telling the preschool teachers whether they should hold their activities indoors or outdoors. Highly educated and well-off parents can express comments and demands in a way as if they want to decide how the work in the preschool is planned and carried out. A contrasting challenge is when parents with a non-Swedish background have language difficulties that can hinder cooperation.
42.	Heikkilä, Mia, 1975-, et al. (författare) Male preschool teacher students negotiating masculinities : a qualitative study with men who are studying to become preschool teachers 2017 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 187:7, s. 1208-1220 Tidskriftsartikel (refereegranskat)abstract The overall interest is to understand how men who study preschool teaching negotiate masculinities. Earlier research shows how male teachers negotiate masculinities when being in and entering a predominantly feminine work area, such as early childhood education [see, for example, Brody, D. L. (2015). The construction of masculine identity among men who work with young children, an international perspective. European Early Childhood Education Research Journal, 23(3), 351–361; Pirard, F., Schoenmaeckers, P., & Camus, P. (2015). Men in childcare services: From enrolment in training programmes to job retention. European Early Childhood Education Research Journal, 23(3), 362–369; Simpson, R. (2014). Doing gender differently. Men in caring occupations. In S. Kumra, R. Simpson, & R. J. Burke (Eds.), The Oxford handbook of gender in organizations (1st ed.). Oxford: Oxford University Press)]. It this article Connell's notion on hegemonic masculinity is reflected on in terms of negotiation. Semi-structured interviews were conducted with 38 men attending the preschool teacher-training programmes at three Swedish universities. The result shows two main themes for negotiation that were called ‘Becoming and being a “breaker”’ and ‘Coping with sticking out’.
43.	Heikkilä, Mia, 1975- (författare) Working to bring more men into preschools : What are Swedish municipalities doing? 2018 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 188:10, s. 1454-1467 Tidskriftsartikel (refereegranskat)abstract The focus of this study has been to examine a number of municipalities that work to recruit more men to work in preschools. The aim of the study has been to identify ways of working conducted by municipalities aiming to recruit more men to work in preschools. The study includes seven municipalities, all included in one network specifically aiming at the raising the number of men working in preschool. Interviews and discussions were carried out with key persons involved in the local work to recruit more men to preschools. This analysis can show trends in initiating the concrete work. The results show that an organization is needed and the formulation of objectives provides the organization. The organization and objectives contribute to continuity in the work, something that long-term areas for change often need.
44.	Hellman, Anette, 1963 (författare) Teaching reflective care in Japanese early childhood settings 2016 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 186:10, s. 1693-1702 Tidskriftsartikel (refereegranskat)abstract ABSTRACT The purpose of this article is to explore the way preschool teachers teach reflective care in Japan. The article builds on a two-month ethnographic study conducted in Japanese kindergartens and nurseries among children aged 3–6 years. The data were analysed using concepts of age and gender. The results show that care in Japan, in contrast to strong discoursers of learning in several western countries, is seen as part of teaching children how to behave in public space together with others. Teaching care tends to be reflectively and thoughtfully planned by the pedagogues. It is organized to teach children self-reliance, using common projects and with pedagogues working with inclusion. Care was seldom analysed in relation to the children’s gender but rather in terms of their age or developmental ‘steps’ such as being able to take care of oneself, take care of the preschool space and care for others.
45.	Hjalmarsson, Maria, 1973-, et al. (författare) Compensating for unequal childhoods : practitioners’ reflections on social injustice in leisure-time centres 2020 Ingår i: Early Child Development and Care. - : Taylor & Francis. - 0300-4430 .- 1476-8275. ; :14, s. 2253-2263 Tidskriftsartikel (refereegranskat)abstract In Sweden and other countries, children's everyday lives and educational opportunities depend on their living conditions and class backgrounds. The current study examined the manifestation of issues of social injustice and unequal childhoods in the daily practices of leisure-time centres in Sweden. The empirical data were derived from the written reflections of practitioners enrolled in a continuing education course. The results indicate that leisure-time centres play an important role by compensating for unequal childhoods and other inequalities in the society. The practitioners discussed the importance of the centres’ maintaining supplies of clothing and equipment for children who lack these essentials for participation in outdoor activities. This compensation for unequal childhoods was also expressed through the provision of a free snack every afternoon and free meals during excursions.
46.	Hjalmarsson, Maria, 1973- (författare) Leisure-time teachers’ reflections on systematic quality work : Approaches and challenges 2018 Ingår i: Early Child Development and Care. - : Routledge. - 0300-4430 .- 1476-8275. ; 189:13, s. 2197-2205 Tidskriftsartikel (refereegranskat)abstract In times of global tendencies on governance of the public sector, ‘quality’ has become a keyword, an ideal. In Sweden, all municipalities, school heads and teachers are required to carry out systematic quality work to meet the demand on goal attainment. Working with documentation is a crucial aspect of this process. The Swedish leisure-time centre aimed for younger school children has goals to strive towards but not goals to attain. This study aims to gain knowledge of leisure-time teachers’ reflections on their work with documentation. Based on written reflections from 22 groups of leisure-time teachers engaged in a continuing professional development course, the article call for a discussion on meanings of ‘quality’ and what effect systematic quality work has on views of valued activities, content and professional skills, and on the holistic notion of pupil’s learning and development.
47.	Hofslundsengen, Hilde, et al. (författare) The literacy environment of preschool classrooms in three Nordic countries : challenges in a multilingual and digital society 2020 Ingår i: Early Child Development and Care. - : Taylor & Francis. - 0300-4430 .- 1476-8275. ; 190:3, s. 414-427 Tidskriftsartikel (refereegranskat)abstract This study investigates the physical literacy environment of preschools in three Nordic countries. The environments were assessed using an observation protocol in a total of 131 classrooms with children aged between one and seven in Sweden, Norway and Finland. The results showed that children’s books were common and accessible in all three countries. Half of the preschools had a writing centre, and digital devices were available in less than half of them. Multilingual children were present in 82% of the classrooms, but texts and books in the multilingual children’s first languages were rare. Taken together, the results suggest that children’s books were the main gateway to literacy in these preschools, while artefacts supporting writing skills and digital literacy were less common. The findings indicate that the physical environment in these preschools did not reflect the ongoing societal changes towards increased multimodal literacy.
48.	Insulander, Eva, et al. (författare) Entrepreneurial learning in Swedish preschools : Possibilities for and constraints on children's active participation 2015 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 185:10, s. 1545-1555 Tidskriftsartikel (refereegranskat)abstract The website of the Swedish National Agency for Education states that preschools are to promote entrepreneurial learning. Many Swedish preschools, therefore, have started to work consciously with entrepreneurial learning as a way of fostering pupils' creativity and ability to make their own decisions. This article investigates whether and how children in different preschool settings receive support and recognition in their efforts to make sense of the world around them. Nine preschool teachers and children from three preschools participated. Three video observations were conducted focusing on the work of each team of teachers. Our study challenges the assumption that an entrepreneurial learning design enhances pupils' learning, creativity, and decision-making. Even though the ambition is to encourage such abilities, our observations demonstrate that the learning design and setting do not always give children the opportunity to be creative. © 2015 Taylor & Francis.
49.	Johansson, Inge, 1952-, et al. (författare) Learning and knowledge development in preschool teacher education and practicum 2012 Ingår i: Early Child Development and Care. - London : Routledge. - 0300-4430 .- 1476-8275. ; 182:7, s. 907-920 Tidskriftsartikel (refereegranskat)abstract In Swedish teacher education, all preschool teacher students have to include a school-based element and to take part in a local educational practice, in a preschool or in another form of educational setting, such as a preschool class or after-school recreation centre. In this study, we have asked a group of supervisors about their perception of the content in learning, knowledge development and supervision and also what is going on in learning and knowledge development situations in practice. The theoretical bases for our analysis are theories of interaction and intersubjectivity. The results show that the content of learning and knowledge development is highly integrated with the situation and practice. A preschool teacher student's learning is understood by the supervisors as something that occurs in interaction, where children and preschool teachers are of great importance. The content of learning is related to practical exercise, observation and reflection together with other preschool teachers. Trying new theories and being curious are also associated with learning.
50.	Jonsson, Agneta, 1958-, et al. (författare) Communication with young children in preschool : the complex matter of a child perspective 2013 Ingår i: Early Child Development and Care. - 0300-4430 .- 1476-8275. ; 183:5, s. 589-604 Tidskriftsartikel (refereegranskat)abstract This article discusses results obtained from a study on the contribution of the preschool teacher as a curriculum-maker in preschool. The research question addressed is ‘what is the characteristic for the curriculum offered, as it appears in one teacher's verbal communication with 1–3-year-old children?’ The research area is motivated by the need for knowledge about the implications that a goal-oriented preschool curriculum and broad discretion for teachers might imply for activities in preschool. This study was carried out in Sweden, and the empirical data consist of videotaped observations of communication between a single teacher and a number of children aged between one and three during one morning in preschool. The results show that the teacher frequently uses questions as a means of communication, where a large number of shifts between different children and different issues are particularly characteristic. Although this contributes to a child perspective, it also implies a teacher-centred position and a fragmented way of exercising the discretion vis-à-vis the curriculum. The findings are discussed and related to curriculum theory and to early childhood perspectives.

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