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- Sparrman, Anna, 1965-, et al.
(författare)
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Child Studies Multiple : Collaborative play for thinking through theories and methods
- 2023
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Ingår i: Culture Unbound. - : Linköping University Electronic Press. - 2000-1525. ; 15:1
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Tidskriftsartikel (refereegranskat)abstract
- This text is an exploration of collaborative thinking and writing through theories, methods, and experiences on the topic of the child, children, and childhood. It is a collaborative written text (with 32 authors) that sprang out of the experimental workshop Child Studies Multiple. The workshop and this text are about daring to stay with mess, “un-closure” , and uncertainty in order to investigate the (e)motions and complexities of being either a child or a researcher. The theoretical and methodological processes presented here offer an opportunity to shake the ground on which individual researchers stand by raising questions about scientific inspiration, theoretical and methodological productivity, and thinking through focusing on process, play, and collaboration. The effect of this is a questioning of the singular academic ‘I’ by exploring and showing what a plural ‘I’ can look like. It is about what the multiplicity of voice can offer research in a highly individualistic time. The article allows the reader to follow and watch the unconventional trial-and-error path of the ongoing-ness of exploring theories and methods together as a research community via methods of drama, palimpsest, and fictionary.
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| 2. |
- Annerbäck, Johanna, 1985-, et al.
(författare)
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The Child Tourist : Agency and Cultural Competence in VFR Travel
- 2022
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Ingår i: Tourism and Hospitality. - Basel, Switzerland : MDPI. - 2673-5768. ; :2, s. 451-465
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we meet a seven-year-old boy, Matti, who was adopted from his birth country in Africa by a family in Sweden. We meet him together with his family as they are planning a family adoption return trip to his birth country and again after their return. We argue that an adoption return trip is a form of family travel and/or visiting friends and relatives (VFR) travel. By methodologically using a so-called children’s perspective we are primarily focusing on Matti and how he talks about the return trip. We explore some key concepts from child studies through Matti’s relational encounters in the world. By presenting agency and cultural competence as something that is enacted in practice, we show how they are enacted through the dependencies between Matti, his mother and his sister. The analysis shows that cultural competence and agency are fluid in the sense that they can be changed by how topics of discussion are woven through one another. Staying with Matti’s lived practices makes it possible to elaborate on and demonstrate different forms of competence and agency that are important for understanding children as tourists and children’s roles in family travel.
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| 3. |
- Annerbäck, Johanna, et al.
(författare)
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Toddlers’ engagements with preschool playgrounds: ethnographic insights from Sweden
- 2024
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Ingår i: Children's Geographies. - 1473-3285 .- 1473-3277. ; , s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- This article explores toddler – place relationships outdoors during early childhood education in Sweden. Informed by Tim Ingold’s theorization of movement, we explore toddlers’ embodied engagements with the preschool playground and how the human–non-human environments become entangled. The results show that, just as in the wider world, the processes enabling and limiting toddlers’ engagements in the playground are continuously in motion. Toddler–place relationships are continuously created through a mutual dependence between human and non-human entities. In this sense, toddlers’ engagements with playgrounds are not separate from the place through which they engage, but change place.
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| 4. |
- Manni, Annika, 1971-, et al.
(författare)
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Discourses of outdoor play at new modern preschools
- 2022
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Ingår i: Conference proceedings. ; , s. 50-50
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Konferensbidrag (refereegranskat)abstract
- This study is part of a larger research project with the aim with to study how the outdoor environment and playgrounds affects children's physical activities and relational encounters with nature and peers. Previous research has shown the benefits of children's outdoor play in domains like; health, environmental engagement and care, as well as learning and meaning making. Preschool policy and practice is constantly balancing and combining school-like concepts and play (Pramling Samuelsson & Johansson, 2007). This study uses John Dewey's holistic and pragmatic perspective to study and analyse different notions of relational and experiential learning activities outdoors. In this particular study we have analyzed the interviews with teachers from 21 new and old preschools. A discourse analysis was carried out to uncover the different notions within different domains of outdoor play. The study is ethically motivated since it contributes knowledge about childrens' conditions in preschool in a time of change. The project has ethical approval for all steps of research. The findings show how the new preschool playgrounds has changed the use of the outdoor environments, the view on the preschool practice, and children in itself. There are more regulations on what children can or cannot do, as well as a strengthened focus on targeted learning in programmed areas. Potential risky-play are eliminated, and natural green areas are replaced either with artificial material or garden-like plants. The analyses open up for a critical discussion on what these changes in the modern preschools might mean for children of today.
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| 5. |
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| 6. |
- Manni, Annika, 1971-, et al.
(författare)
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Places, spaces and encounters with nature–socio-material discourses in Swedish preschools
- 2024
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Ingår i: International Journal of Early Years Education. - : Routledge. - 0966-9760 .- 1469-8463.
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Tidskriftsartikel (refereegranskat)abstract
- This article investigates views and discourses on outdoor play in preschool teachers talks about their playgrounds and outdoor practices in Swedish preschools. Included were a strategic sample of teachers from newer, larger preschool facilities with more programmed outdoor space, and teachers from older, more traditional facilities containing more nature. Through interviews with 38 teachers at 21 preschools and a thematic analysis inspired by socio-material theory, we identified three main themes: The meanings and limits of free outdoor play, the view on nature and children’s encounters with nature,and dangers and risks in the playground. Within these themes, we show how the teachers’ views construct discourses related to the outdoor educational places and spaces that are available. Furthermore, changes in preschool curricula as well as in the playground material and design are active agents in constructing discourses on outdoor play, including risks and limitations, beyond teachers’ own beliefs on children’s needs.
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| 7. |
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| 8. |
- Orrmalm, Alex, 1986-, et al.
(författare)
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Listening by 'staying with' the absent child
- 2022
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Ingår i: Barn. - Oslo : Cappelen Damm AS - Cappelen Damm Akademisk. - 2535-5449. ; 40:3, s. 70-84
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Tidskriftsartikel (refereegranskat)abstract
- This article explores what it means to listen to children by moving beyond the notion of voice and staying with the absences of children. In this way, we include the possibly lost, forgotten or unapproachable children in child and childhood research. Our methodological starting point is to listen by ‘staying with’ the absences of children’s verbal voices and physical bodies in two photographs. These photographs depict material artefacts connected to children in vulnerable situations: shrouds for wrapping stillborn babies’ bodies, and children’s shoes as an emblem of children living in hiding from domestic violence. The idea is to explore how we can listen to children whose verbal or embodied encounters we cannot or do not wish to display. Our aim is to listen to these absences and discuss how they influence and possibly reshape the practices of listening, as well as notions of the child and childhood.
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