| 1. |
- Ehrlin, Anna, 1967-
(författare)
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Music education for all pupils – implications from a case study at a primary and upper primary school in Sweden
- 2015
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Ingår i: <em>Children and young people in school and in society</em>. - New York : Nova Science Publishers, Inc.. - 9781634834957 ; , s. 43-58
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Bokkapitel (refereegranskat)abstract
- Many primary and upper primary school teachers have a sense of insecurity related to teaching music and that may compromise an equal and democratic education, and the opportunity for all pupils to learn about music. The research from a case study in Sweden shows that teachers’ thoughts on the subject of music and their competence in teaching music affect what they emphasize to be valuable about the subject. Music is legitimized through its contribution to a general level of education as a tool for social development and communicative skills in other subjects, but not through achieving learning to a specific level that can develop pupils’ practical and aesthetic knowledge of music. When legitimizing a school subject like music, it is important to capture all aspects of what music education provides to pupils. The opportunity to experience and develop musicality can not be limited by teachers’ perceptions of, or genuine lack of musical competence. A music education that capture all aspects is important for pupils’ musical development and also for the choices that are possible for them to make as individuals in the future.
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| 2. |
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| 3. |
- Heikkilä, Mia, et al.
(författare)
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Places and spaces in preschool – positions and representations of children, gender and age in the indoor environment
- 2015
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Ingår i: <em>Children and Young People in School and in Society </em>. - Hauppauge NY : Nova Science Publishers. - 9781634834957 ; , s. 59-84
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Bokkapitel (refereegranskat)abstract
- Early childhood institutions (hereafter Swedish preschools) can be understood as places and spaces where the cultural, social and physical worlds intersect in educational practices. In this chapter preschools are seen as practices that play an important part in shaping children's identities and offering them possibilities for learning. In this chapter we will present a small scale study with an explorative approach of indoor environments at ten preschools from different parts of Sweden inspired by Birkeland's (2012) study in which artefacts displayed on the walls in preschools in Norway and China were analyzed. The material in this study is constructed from photographs accompanied by short descriptions of the indoor environment. The photographs were taken by preschool teachers from different preschools. The photographs were analyzed similar to texts of indoor environments that tell narratives where children are represented, categorized and positioned in certain ways. Additionally they speak of how a good childhood is constructed in preschool and in what ways gender and age - explicitly or implicitly - inform the preschool practices. This study shows the necessity to recognize the complexity of the institutional educational practices and highlights how critical theoretical studies and analytical concepts such as place and space have the potential to elucidate hidden structures of positions and meanings.
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| 4. |
- Hellblom-Thibblin, Tina, et al.
(författare)
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Teachers´ perceptions of children´s diversity in different educational settings : Some issues to discuss from a research study
- 2015
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Ingår i: Children and Young People in School and in Society. - : Nova Science Publisher. - 9781634834957 ; , s. 87-199
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Bokkapitel (refereegranskat)abstract
- In this chapter issues from a study about teachers’ perceptions of children’s diversity in different educational settings are discussed. The chapter also focuses on how these issues can be understood from an ecological point of view. The theoretical framework, used in the referred study, was influenced by an ecological approach to understand children's capabilities in relation to transitions and the learning process. The empirical data originates from focused thema interviews with 36 teacher from preschool, preschool class and first grade in primary school. The result shows that teachers’ perceptions of children´s different capabilites and experiences were influenced by factors from micro to macro level and emphasised the complexity of a dynamic process. Obstacles regarding children's learning and development changed from preschool to first grade in primary school. Teachers' perceptions of diversity involve both ideas of including and also excluding processes, besides dimensions linked to identity and social relations but also changes related to different educational settings. What teachers perceive as "problems", challenges and implications for measures in different educational settings can be of valuable knowledge for all professionals who are interested in children's learning journeys from preschool to school.
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| 5. |
- Lillvist, Anne, 1978-, et al.
(författare)
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Same Same But Different? Educational transitions of young children with intellectual disabilities
- 2015
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Ingår i: Children and young people in school and society. - New York : Nova Science Publishers, Inc.. - 9781634834957 ; , s. 135-154
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Bokkapitel (refereegranskat)abstract
- In previous research transitions have been described in many different ways; as a sensitive period (Rimm-Kaufman & Pianta, 2000), as critical moments (Garpelin, 2014) and rites of passage (van Gennep, 1960). Dockett (2014) describes educational transitions as the "change in the identity and agency of individuals as they engage in different educational settings and adopt different roles" (p. 189). Although no shared definitions exist, the common feature for all definitions of transition is the notion of processes of change. This chapter draws upon findings from an ongoing project investigating the transitions from preschool to compulsory school for students with intellectual disabilities (CSSID) and for young children with intellectual disabilities in Sweden. In the following sections we will first describe some key points highlighted in the transition research today, such as the meaning of positive transition. This is followed by viewing transitions from the perspective of the bioecological model and the developmental niche. The chapter ends with a discussion of the key points and challenges regarding transitions for young children with intellectual disabilities.
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| 6. |
- Norling, Martina
(författare)
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The Social Language Environment in Preschool : Theoretical Foundations and Didactic Implications
- 2015
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Ingår i: Children and Young People inSchool and in Society. - New York : Nova Science Publishers, Inc.. - 9781634834957
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Bokkapitel (refereegranskat)abstract
- The aim of this chapter is to contribute to visualize preschool staff approaches and strategies in the social language environment in order to make didactic and theoretical reflections to support children´s language and emergent literacy learning processes in the social language environment. Further, the theoretical foundation of social language environment are highlighted in order to make visible what may influences the preschool staff approaches. In addition the preschool staff´s efforts and interactions with the preschool children that are meaningful activities as well as the engine to children’s engagement and learning processes.
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| 7. |
- Sandberg, Anette
(författare)
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Entrepreneurial Learning in Preschool and School
- 2015
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Ingår i: Children and Young People in School and in Society. - : Nova Science Publishers, Inc.. - 9781634835190 - 9781634834957 ; , s. 27-42
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this chapter is to describe how teachers use and reflect on the work with entrepreneurial learning in preschool and school. The new Swedish curriculums for pre-school, compulsory school and upper secondary school 2011 state that children and students shall develop an entrepreneurial attitude. Entrepreneurial learning in preschools and schools are often seen as a diffuse scientific concept. Data, describe in this chapter were collected using a critical incident questionnaire, (Flanagan 1954; Hansson 1995; Rubin & Rubin 2004) in an - in-service course in which 84 teachers participate. The teachers were asked to observe their own pedagogical practice and identify critical incidents. In all, 154 critical incidents were presented in written form - including what and where the incident took place and who was involved, how the incident started, and how it ended. Each teacher assessed and argued whether these incidents were successful or less successful from what they interpreted as an entrepreneurial learning perspective. The results in this study show that entrepreneurial learning are included in different competences as creative, communicative, social and didactic competences.
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| 8. |
- Sandberg, Gunilla, 1954-, et al.
(författare)
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Starting school – from the perspective of different children
- 2015
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Ingår i: Children and Young People in School and in Society. - : Nova Science Publishers, Inc.. - 9781634834957 ; , s. 155-171
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Bokkapitel (refereegranskat)abstract
- What do we know about children’s perspectives on starting school? This chapter reports and discusses findings from an ethnographic case study, aiming to deepen the understanding of how different children perceive the transition to school with regard to social as well as academic aspects. The theoretical framework is leaning on an interactional perspective, where children’s learning and development are seen to take place in a dynamic and ecological system. The reported results are based on interviews with 23 children, before and after their entrance in primary school, and on observed teaching situations in preschool class and grade 1. Research among children demands special ethical considerations, such as how to avoid that questions and interest from the researcher affect the position of children that are vulnerable in some way. The findings show that, within a group of children, facing the same educational settings and the transition between them, there are significant differences between the experiences expressed by the children.The findings presented support the importance of listen to children, when planning educational settings and the transitions between them.
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| 9. |
- Vuorinen, Tuula, 1965-
(författare)
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Quality and Ethics in Inductive Research
- 2015
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Ingår i: Children and Young People in School and in Society. - : Nova Science Publishers, Inc.. - 9781634834957 ; , s. 173-185
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Bokkapitel (refereegranskat)abstract
- An inductive research approach, influenced by constructive grounded theory, can not only generate interesting findings and conclusions but also raise questions concerning ethics and quality during the process of gathering and analyzing data through qualitative interviews. The aim of this chapter is to describe and discuss methodological and ethical issues that arise when conducting research within a specific interpretative research tradition in settings that are highly familiar to the researcher. Such familiarity can be seen as a weakness, since norms and values can be shared with interviewees and therefore taken for granted, yet it can offer a possibility to see through rhetoric and distinguish authentic “backstage” glimpses of everyday concerns in a particular field. Interviews conducted at workplaces also include some amount of unintentional observations, for the researcher enters an environment that speaks to the visitor through its organization and through the ways staff members respond to visitors (and each other) during the visitor’s stay. Questions discussed in this chapter concern the difficulty of balancing ethical concerns with quality in qualitative research.
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