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- Kuusisto, Arniika, 1976-, et al.
(författare)
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Worldviews and National Values in Swedish, Norwegian and Finnish Early Childhood Education and Care Curricula
- 2021
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Ingår i: International Research in Early Childhood Education. - 1838-0689. ; 11:2, s. 41-62
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Tidskriftsartikel (refereegranskat)abstract
- This paper examines how worldviews and national values are displayed in the national (Early Childhood Education and Care (ECEC) curricula of Sweden, Finland and Norway. The specific interest is to investigate what similarities and differences there are between these three ECEC curricula with regard to the position of religions and other worldviews. ECEC is often the first societal arena for children to enter and to negotiate their personal values, worldviews, and memberships in relation to the values represented in the surrounding social context. Countries employ different policies for dealing with diversity. Home languages for example, are often supported whereas for home cultures and worldviews, the policies and practices are more varied across contexts. By utilising a curriculum analysis informed content analysis, this study examines the curricular ECEC framework in each country context, highlighting the displayed national value preferences connected to worldviews. The study shows that these three Nordic countries have both similarities but also significant differences in the ways in which they approach the inter-relatedness of the aims of national values and worldview.
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- Larsson, Jonna
(författare)
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Emergent science in preschool. The case of floating and sinking
- 2016
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Ingår i: International Research in Early Childhood Education. - 1838-0689. ; 7:3, s. 16-32
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Tidskriftsartikel (refereegranskat)abstract
- This article studies an activity in a Swedish preschool setting where children’s elaborations and understandings of floating and sinking are central. In a Swedish preschool context, it is advocated by the National Agency for Education (2016) that different forms of knowledge and ways of learning are used within the institutions to form a coherent whole. Based on a cultural-historical framework (Fleer, 2010; Hedegaard, 2012; Vygotsky, 1978, 1987), it is argued that if children are supported by a teacher, who mediates a cultural and historical, as well as institutional, perspective of knowledge, children may enhance their knowledge of science. Data was collected using a video-based technique called shadowing (Czarniawska 2007), and the overall study was framed within a case-study methodology. The analyzed activity show four children collaborating and exploring a range of aspects related to floating and sinking together with one teacher, acted out in a playful but focused manner. The results show that aspects such as the item, the fluid, and the way children handled the items to remove or add weight, were found important by the children. They used everyday language to talk about size, holes, weight, amount of water, and what changing preconditions would mean when different objects were placed in water. Their vocabularies were enhanced during the activity and seemed to foster emergent notions of density and Archimedes’ principle, indicating that the language used has the potential to mediate the progress of both spontaneous and scientific concepts, where scientific concepts are understood as emergent.
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- Oshiro, A., et al.
(författare)
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Understanding the psychology of a trickster tale: 5-year-old Japanese kindergarten children collaboratively retelling a kitsune story
- 2017
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Ingår i: International Research in Early Childhood Education. - 1838-0689. ; 8:1, s. 58-74
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Tidskriftsartikel (refereegranskat)abstract
- How children understand the psychology of a story (i.e., the intentions and experiences of its characters) is pivotal to comprehending its point. In this study we investigate empirically how 5-year-old children in a Japanese kindergarten manage mental state verbs and adjectives when collaboratively retelling a tale heard. The tale, an example of a kitsune trickster story about anthropomorphized foxes interacting with humans, contains a number of critical events concerning expected and actual discrepancy between intentions/expectations and outcomes of actions. The empirical data consist of collaboratively retold stories. These have been recorded and transcribed. Theoretically, the study is informed by a sociocultural perspective, emphasizing the appropriation of the intramental function of cultural tools (importantly, in this case, of mental state discourse) through intermental communication, such as joint storytelling. The findings show how the children make use of mental state verbs and adjectives denoting psychological (intellectual and emotional) processes when retelling the story as well as afterwards for rendering their impressions of the story.
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- Palmér, Hanna, 1974-
(författare)
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Programming in preschool : with a focus on learning mathematics
- 2017
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Ingår i: International Research in Early Childhood Education. - : Monash University. - 1838-0689. ; 8:1, s. 75-87
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Tidskriftsartikel (refereegranskat)abstract
- This article presents a teaching intervention where programming was used to facilitate preschoolers’ learning of mathematics, especially in their development of spatial thinking. In the intervention, the programming was made with a small programmable robot especially designed for young students. The results indicate that the children developed their ability to mentally compare and connect movements in reality with maps and symbols. Further, the children showed ability to mentally envision, hold in mind, and conceptualize actions and relationships between paper maps, gridded maps, and symbols. Thus, the intervention indicates potential in teaching mathematics through programming in preschool.
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- Råde, Anders, 1955-
(författare)
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The use of puppets as a pedagogical tool for young children : A literature review
- 2021
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Ingår i: International Research in Early Childhood Education. - Frankston, Australia : Monash University Publishing. - 1838-0689. ; 11:3, s. 22-40
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Tidskriftsartikel (refereegranskat)abstract
- The use of puppets as a pedagogical tool in early childhood education and care (ECEC) has a long tradition but has seen limited use in recent years in both ECEC institutions and teacher education. Puppets have potential as a functional tool for integrating academic, playful intentions in ECEC. Although there have been some reviews about the use of puppets for young children, there has been no comprehensive review of their use for education. Thus, this paper describes a systematic review of 105 peer-reviewed research articles that revealed five areas of pedagogical use of puppets for children: communication, science, health care, creativity and behaviour. Their use in different areas and the number of articles indicate the many potential uses of puppets as a pedagogical tool in ECEC. Nevertheless, it is also important to be aware of the tool’s shortcomings, as not all children and professionals respond positively to or are motivated by puppets.
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- 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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