| 1. |
- Elfström Pettersson, Katarina, 1959-
(författare)
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Barn som medskapare i dokumentation
- 2014. - 1
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Ingår i: Berättande i förskolan. - Stockholm : Natur och kultur. - 9789127137837 ; , s. 204-228
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Elfström Pettersson, Katarina, Fil. Dr, 1959-
(författare)
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Barns delaktighet i förskolans dokumentation
- 2019
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Ingår i: Venue. - Linköping : Linköping University Electronic Press. - 2001-788X. ; :16
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- I många förskolor brottas man med frågan om hur barnen kan bli eller göras delaktiga i förskolans dokumentation. Pedagogisk dokumentation anses ofta vara ett sätt att göra barn delaktiga. Min studie visar att barn inte nödvändigtvis blir delaktiga bara för att man använder pedagogisk dokumentation, utan att de kan bli mer eller mindre delaktiga oavsett vilken dokumentationsmetod som används.
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| 3. |
- Elfström Pettersson, Katarina, 1959-
(författare)
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Barns delaktighet i förskolans dokumentation - exempel från pedagogisk dokumentation och portfolio
- 2014
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Konferensbidrag (populärvet., debatt m.m.)abstract
- Barns delaktighet och inflytande är viktiga inslag i förskolans läroplan. I riktlinjerna skrivs det även fram att barns delaktighet och inflytande i dokumentation och utvärderingar är av största vikt. Pedagogisk dokumentation med inspiration från Reggio Emilia är en av flera dokumentationsformer i svensk förskola och en form som ofta ses som ett sätt att göra barn delaktiga. En annan form av dokumentation som är vanlig i svensk förskola är portfolio. I min presentation visar jag exempel på olika sätt som barn kan vara delaktiga när man använder två former av dokumentation i en svensk förskola.
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| 4. |
- Elfström Pettersson, Katarina, 1959-
(författare)
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Children’s participation in ECE documentation : creating new stories
- 2020. - 1
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Ingår i: Documentation in Institutional Contexts of Early Childhood. - Wiesbaden : Springer. - 9783658281922 - 9783658281939 ; , s. 127-146
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter presents and discusses empirical examples from one Swedish preschool in which children’s participation in documentation practices was specifically highlighted. Children can be involved in documentation in a number of ways, for example, through drawing or giving their view on previously documented activities. Photographs are often used to allow teachers and children to return to and reflect on previous activities. Preschool documentation, and children’s participation in it, is complex and it is important to study what can happen, concretely, in preschool documentation practices. What might documentation become when teachers listen to children’s thoughts, and bring their voices forward? What happens with documentation itself when children take an active part in it? In the examples presented, new and unexpected stories were produced between teachers, children, computers, photographs and drawings. The chapter highlights the need for taking into account the purpose of documentation and children’s participation in it, and of materiality such as photos, computers and drawings, but also of to what, or where, documentation might lead.
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| 5. |
- Elfström Pettersson, Katarina, 1959-
(författare)
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Children’s participation in pedagogical documentation : Reflections from a study in a Swedish preschool
- 2012
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Ingår i: 40th Annual Congress of the Nordic Educational Research Association 8-10 March 2012.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this poster I am presenting my licentiate project on digital documentation in Swedish preschools. The aim of the study is how participation and democracy are constructed and enacted in (pedagogical) documentation in a preschool using digital media.In July 2011 a revised curriculum for Swedish preschool came into force, including a whole new chapter emphasizing preschools’ obligation to systematically document and evaluate their quality. It furthermore states that children (and parents) shall be able to participate in this evaluation (Skolverket, 2010). Documentation is considered a means for developing everyday preschool. Albeit not supposed to evaluate individual children, each child’s development and learning should be documented and analyzed, which might seem contradictive. Studying documentation practices, and in particular children’s participation in them, is crucial because of this new emphasis on documentation, of the previously mentioned ambiguity within the revised curriculum, and of a discrepancy between Swedish observational/documentational traditions, building on developmental psychology, and the intentions of drawing on Reggio Emilia ideas, prescribed in the new curriculum.In a pilot study of a teacher and a child documenting in front of the computer I found that although the teacher was concerned about the child’s participation some aspects restricted this ambition, e.g. her notion of what (pedagogical) documentation is, what it should consist of, and how the computer made this participation possible or not. While the teacher and the boy had different views on what to choose, the aim was consensus, therefore it can be seen as a deliberative conversation. The teacher’s assumption that the child’s was mainly interested in seeing himself in the photos, would direct the child’s interest towards himself, and thus towards the governing of himself.The theoretical perspectives for the study will be the concepts of deliberation, by Englund (2010), and governmentality, by Foucault (1991). Since in this case participation and control is not contingent just upon human practices but also due to device such as digital camera, computer, printer, paper, I will also consider how ”matter matters” drawing on the thoughts of Barad’s (2003) agential realism.
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| 6. |
- Elfström Pettersson, Katarina, 1959-
(författare)
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Children’s Participation in Preschool Documentation Practices
- 2013
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Ingår i: 23rd EECERA Conference: Values, culture and contexts.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research aimsThe aim of this research is to study children’s participation in preschool documentation practices and the role of artefacts such as computers, toys and children’s crafts in these practices. In this paper I will use data from videorecordings of documentation practices in a Swedish preschool in order to analyse how participation is enacted.Relationship to previous research worksPrevious research has focused on either children’s participation or preschool documentation.Theoretical and conceptual frameworkThe analysis is inspired by post-humanist theory stressing the intra-action (Barad, 2007) of humans, discourses and material. Agencies emerge through this intra-action, that is; the components do not have agency by/in themselves.The benefit of the approach is seeing the artefacts involved as contributing to the production of the documentation practice.Paradigm, methodology and methodsCase study was chosen as a research method, the case here being the documentation activity as well as one specific preschool. Video recording was used as an extractive modality, capturing situations that could be analysed later.Ethical considerationsTo ensure that the study was conducted ethically correct it was vetted by the Central Ethical Review Board. Teachers, parents and children were asked to consent to participating in the study.Main finding or discussionThe preliminary results evinces that artefacts played an important role for children’s participation. For example, the use of the computer when documenting enabled a child to participate in changing the objective of the documentation.Implications, practice or policyThe implications of this study for practice are the importance of considering the complexity of relations between children, adults and objects such as computers or toys when focusing on children’s participation in documentation practices.
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| 7. |
- Elfström Pettersson, Katarina, 1959-
(författare)
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Children's participation in preschool documentation practices
- 2015
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Ingår i: Childhood. - : Sage Publications. - 0907-5682 .- 1461-7013. ; 22:2, s. 231-247
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Tidskriftsartikel (refereegranskat)abstract
- The Swedish preschool curriculum not only prescribes documentation and quality assessment, it also requires children’s participation in the documentation process, although it offers no directions on how the documenting should be done, which can leave teachers unsure of how to do it. This study differs from research that presents pedagogical documentation as a way of enabling children’s participation in preschool in that it explores children’s participation in producing different forms of documentation in a Swedish preschool – and it finds that such participation is complex. The findings imply that, whether documentation is activity-integrated or retrospective, different forms of participation are possible.
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| 8. |
- Elfström Pettersson, Katarina, 1959-
(författare)
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Documentation in Swedish preschool’s systematic quality work
- 2015
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Ingår i: NERA 2015 - Marketisation and Differentiation in Education.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this paper I present a part of a larger project on documentation in Swedish preschools. In the study I explore how documentation in Swedish preschool’s systematic quality work is done. The aim is to understand what preschool teachers and models for systematic quality work produce together. By focusing both the teachers and the models I will try to discern how both these actors are involved in documentation and what they produce together. Since 2012 the Swedish Education Act prescribes all education to be planned, followed up and developed by the municipal accountable school authority as well as by the head of local schools (or preschools) (SFS 2010:800). The aim is to make quality and equality visible, to develop the fulfilment of national goals and to create participation and dialogue about this fulfilment and possible inadequacies. This systematic quality work should be done continuously and comprise certain steps which should be documented. The steps are presented visually, as a model, in the form of a ‘wheel’ by the National Agency of Education (Skolverket, 2012). According to Sheridan, et al. (2013) there is a lack of knowledge about how preschool teacher’s deal with systematic quality work.There is also a need to develop methods and approaches. Interviewing preschool teachers about documentation Löfgren (2014), concluded that these teachers produced images of their work in line with quality measurement instruments used in their municipalities. Therefore, studying how a model for systematic quality work and preschool teachers together produce documentation is crucial. Since I am interested in how documentation is produced by preschool teachers together with models, the study will draw on the theory of agential realism (Barad, 1996), where agency is seen as material-discursive and where humans and non-humans can be, more or less, equally active. This perspective will contribute to understanding of how both models and teachers are involved in documentation. Additionally, documentality (Steyerl, 2003) and governmentality (Foucault, 1991) are also considered. Since documents are involved in evaluation and development of preschool quality, these perspectives will contribute to understanding of how documents govern preschool practice, in this case, specifically the documentation practice.
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| 9. |
- Elfström Pettersson, Katarina, 1959-
(författare)
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Dokumentation i förskolans systematiska kvalitetsarbete
- 2015
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Ingår i: Nationell konferens i pedagogiskt arbete.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Denna presentation är en del av ett doktorandprojekt om dokumentation i svenska förskolor. I studien undersöker jag dokumentation i förskolans systematiska kvalitetsarbete. Syftet är att förstå 33vad förskollärare och modeller (eller mallar) för systematiskt kvalitetsarbete producerar tillsammans. Genom att fokusera på både lärarna och modellerna försöker jag urskilja hur båda dessa aktörer är inblandade i dokumentation, vad som därigenom möjliggörs och vad som blir synligt eller osynligt.Sedan 2012 föreskriver skollagen att all utbildning ska planeras, följas upp och utvecklas av huvudmannen och rektor respektive förskolechef (SFS 2010: 800). Avsikten med detta är att finna utvecklingsområden för att uppfylla de nationella målen samt att skapa dialog för att finna orsaker till eventuella brister. Det systematiska kvalitetsarbetet bör enligt Skolverket (2012) ske kontinuerligt och presenteras visuellt som en process i olika faser i form av ett "hjul". Empirin består av dokumentation från två förskoleenheter som använder sig av lokala mallar eller modeller vilka anknyter till Skolverkets presenterade modell.Enligt Sheridan et al. (2013) råder det brist på kunskap om hur förskollärare hanterar systematiskt kvalitetsarbete. Det finns också behov av att utveckla metoder och strategier. Detta är en anledning till varför det är viktigt att studera hur dokumentation i systematiskt kvalitetsarbete produceras. Eftersom jag är intresserad av hur dokumentationen produceras av förskolepersonal och modeller tillsammans, ser jag Actor Network Theory (Latour, 2005) som en möjlig teoretisk grund. Detta perspektiv skulle kunna bidra till förståelsen av hur både modellerna och förskolepersonalen är involverade i dokumentationen.
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| 10. |
- Elfström Pettersson, Katarina, Fil. Dr, 1959-
(författare)
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How a template for documentation in Swedish preschool systematic quality work produces qualities
- 2019
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Ingår i: Contemporary Issues in Early Childhood. - London, United Kingdom : Symposium Journals. - 1463-9491. ; 20:2, s. 194-206
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Tidskriftsartikel (refereegranskat)abstract
- This article explores how a template in documentation of preschool systematic quality development work acts to produce elements of quality. Assuming that documentation produces rather than represents preschool quality, and using a post-humanist agential realist perspective, the article shows how thematic work, care and education become elements of quality. But by turning care into a theme, education and care run the risk of being dichotomised, and care downplayed. The article concludes that when producing rather than looking back on and evaluating preschool quality, documentation has the potential to serve as a vantage point for preschool actors to discuss where they might be going and to think around qualities rather than quality.
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| 11. |
- Elfström Pettersson, Katarina, Fil. Dr, 1959-
(författare)
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“Intra-visuals” – Experimenting with drawing as a way of doing research
- 2018
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Ingår i: NERA 2018 - 46th CONGRESSEducational Research: Boundaries, Breaches and Bridges.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper aims to describe how drawing can be a part of a research method in a posthumanist agential realist (Barad, 2007) approach. Drawing was tried as a means for taking into account the intra-action of teachers, children and different kinds of devices in an early childhood education setting. It is one of many methods that can be used in research (Knight, o.a., 2015). In a previous study, a situation in a Swedish preschool was video-recorded: a group of children and teachers discussing photographs displayed on a wall in order to document and evaluate a previous activity. From the video-recording a set of drawings were made which enabled focusing on different aspects of the video-recorded sequence, as well as on the role of the researcher. The drawings were initially a way of (visually) transcribing the video-recording. However, it became obvious that the drawings participated actively in providing further views on the situation. By making different kinds of drawings: including and excluding dialogue, humans, actions and objects, different ways of understanding the video-sequence arose, which enabled concentrating on the in-between of the situation. Instead of focusing on actors or on spoken words, the drawings enabled focusing on actions between the entities. They actively facilitated focusing on flows between entities, rather than on words or entities themselves. The flows produced a narrative in the situation that, instead of evaluating a previous activity, moved away from what had happened and took new turns, developed into a new story. Thus, in preschool, documentation may function productive, producing narratives that might be used as future possibilities rather than as evaluations. The making of the drawings, in itself, also contributed actively: drawing made it possible to engage further with the video recordings. While making the drawings, parts of my body engaged other than those that engaged in typing or reading. As McNiff (2008, s. 33) puts it: “the use of our hands, bodies, and other senses as well as the activation of dormant dimensions of the mind, may offer ways of solving and re-visioning problems that are simply not possible through descriptive and linear language”. In addition, thinking is often considered as located solely in the brain, but thinking and movements might also be seen as connected (Sheets Johnstone, 2011). Thus, in this study, the drawing activities and the drawings were involved in the production of the analysis.ReferencesBarad, K. (2007). Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and meaning. London: Duke University Press.Knight, L., McArdle, F., Cumming, T., Bone, J., Li, L., Peterken, C., & Ridgeway, A. (2015). Intergenerational collaborative drawing: A research method for researching with/about young children. Australasian Journal of Early Childhood, 40(4), 21-29.McNiff, S. (2008). Arts-Based Research. In J. G. Knowles, & A. L. Cole, Handbook of the Arts in Qualitative Research: Perspectives, Methodologies, Examples, and Issues (pp. 29-40). Los Angeles: Sage.Sheets Johnstone, M. (2011). Primacy of Movement. Amsterdam: John Benjamins Pub. Co.
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| 12. |
- Elfström Pettersson, Katarina, 1959-
(författare)
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Production and Products of Preschool Documentation : Entanglements of children, things, and templates
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The objective of the present study is to produce knowledge about how children, things, documents, computers, teachers, templates and other entities take part in and produce documentation in preschool systematic quality development work. The thesis asks questions about how and what is produced as quality in preschool documentation. Through a posthumanist agential realist approach, the study engages empirically in video recordings of preschool documentation practices from one Swedish preschool, and in documentation from four other Swedish preschools.The results, presented in four articles, show that documentation practice is complex and entangled with a variety of entities, human and non-human, and spaces and time. The study shows how children’s participation in production of documentation does not depend on which documentation method is used. In the study, objects such as computers, images and coloured labels, together with teachers’ attitudes and agendas, have an impact on the way that children are involved in producing documentation. The results also show that the products of documentation, intra-acting with a local template, with past and present preschool traditions and policies, produce rather than represent certain elements of quality such as teachers’ actions, children’s interests and thematic work. The thesis produces knowledge about how the focus of preschool documentation shifts away from individual children and towards teachers’ activities, and creates possibilities for what preschool practices and quality may become.
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| 13. |
- Elfström Pettersson, Katarina, 1959-
(författare)
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Sticky Dots and Lion Adventures Playing a Part in Preschool Documentation Practices
- 2015
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Ingår i: International Journal of Early Childhood. - : Springer Netherlands. - 0020-7187 .- 1878-4658. ; 47:3, s. 443-460
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This article is based on a study of Swedish preschool documentation practices. The 2010 revised version of the Swedish preschool curriculum emphasizes documentation as an important practice. The Swedish preschool curriculum also emphasizes children’s participation in documentation and evaluation. The main reason for this can be found in the very first words of the curriculum: ‘Democracy forms the foundation of the preschool’ (Swedish National Agency of Education, 2011, p. 3). This is connected to children’s right to make their voices heard in all matters affecting them according to UNCRC. However, the curriculum does not give any guidelines on how to carry out this practice. A quality audit by the Swedish Schools Inspectorate in 2011 found that preschool teachers were uncertain about how to document (Skolinspektionen, 2011). This, and a lack of knowledge about documentation, sometimes impedes teachers’ documentation practices in the preschools (Palmer, 2012). With the term documentation practices I refer to all events connected to making and using documentations in the preschool; these include, for example, taking photographs, writing captions, printing documents, looking at and talking about photos, and discussing events depicted in photos or drawings. In documentation practices different kinds of artefacts or devices are present and used (e.g., cameras, computers, printers, pencils, and paper) or produced (e.g, printed photos, texts, and drawings). Through methods that are shaped by an agential realist construct, the main objective of this article is to explore how different kinds of material agents, such as computers, photos, teachers and children, can intra-act (Barad, 2007) in the production of children’s participation in preschool documentation practices. The reason for using the term intra-act rather than interact is that, in Barad’s terms, the world is not seen as consisting of separate entities, which the word interaction implies. Instead entities (which could be human or non-human) are temporarily separated or produced through intra-action; ‘relations do not follow relata, but the other way around’ (Barad, 2007, pp. 136-137). This means that entities are not themselves agential, but become agential through intra-action, and that there is no way of determining, in advance, that any of them are active agents. Agency is also not situated within entities, but is rather produced through intra-action, suggesting that also material objects can become active.What is documented in Swedish preschools can vary considerably, from activities and/or achievements of individual children to activities that encompass the whole preschool. Documentation can be done for different reasons, such as showing parents what their children have been doing, assessing individual children or evaluating preschool quality as a whole, and it can also be used as a tool for developing the preschool practice (Vallberg-Roth, 2012). There are thus different aims, from documenting in order to be able to remember and evaluate or assess to documenting in order to make way for and develop new activities (Swedish National Agency of Education, 2011).
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| 14. |
- Elfström Pettersson, Katarina, 1959-
(författare)
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Teachers’ actions and children’s interests : Quality becomings in preschool documentation
- 2017
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Ingår i: Nordisk Barnehageforskning. - : Høgskolen i Oslo og Akershus. - 1890-9167. ; 14:2, s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- High quality is considered to be important for children’s development and learning in early childhood education. Swedish preschool teachers are required to systematically develop their practice and support children’s learning, using documentation and taking children’s interests into account. From a posthumanist perspective, preschool documentation, models and templates could be seen as actively producing certain elements of quality. Reading documentation from eight Swedish preschool groups diffractively through different texts, such as the national curriculum, supportive texts and research, this article discusses how teachers’ actions and children’s interests are produced as important quality aspects in one of these groups.
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| 15. |
- Severinsson, Susanne, 1965-, et al.
(författare)
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Dokumentation i förskola och skola - för vem och varför?
- 2022
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Ingår i: Venue. - Linköping : Linköping University Electronic Press. - 2001-788X.
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- I vårt samhälle dokumenteras det mer än någonsin och förskola och skola utgör inget undantag. Dokumentation har blivit ett viktigt verktyg när nyliberala idéer om ett samhälle med reflekterande ansvarstagande medborgare, som kan bidra till att skapa välfärd och tillväxt, ska förverkligas (Rose m.fl. 2006; Alastair, Markström & Vallberg-Roth 2014; Markström 2015). Det blir i ett sådant samhälle viktigt att kunna visa att utvecklingen går åt rätt håll, oavsett om det är en individ eller en organisation det gäller, och att handlingsplaner, utvecklingsplaner och åtgärder är de rätta och följs. Förskollärare och lärare får hjälp att dokumentera genom mallar av olika slag vilket påverkar innehållet i dokumentationen.
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