| 1. |
- 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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| 2. |
- Lagerlöf, Pernilla, 1972, et al.
(författare)
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Barns ’agency’ i lekresponsiv undervisning
- 2019
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Ingår i: Forskning om undervisning och lärande. - 2001-6131. ; 7:1, s. 44-63
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Tidskriftsartikel (refereegranskat)abstract
- The present study focuses on children’s agency, that is, children’s active participation, in play activities with teachers in preschool education. There is a contemporary discourse on play, emphasizing that teachers’ involvement could prevent children’s agency. At the same time, preschool is a play-based setting for enhancing children’s learning. In the article, we therefore problematize the relationship between children’s agency and teachers’ participation in terms of what we refer to as play-responsive teaching. We have conducted an interaction analysis to focus on how a teacher scaffolds a play activity, which contributes to children’s agency and learning. The findings show that the teacher makes children’s contributions legitimate and invites them to be co-producers of the play. On the basis of our empirical analysis, we therefore argue that agency is not something that can be taken for granted as naturally developing; rather, it is dependent on mediation. Therefore, the teacher has a central role in contributing to children’s development of agency.
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| 3. |
- Pramling, Niklas, 1973, et al.
(författare)
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Learning, Teaching, and Didaktik
- 2019
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Ingår i: Play-Responsive Teaching in Early Childhood Education. - Cham : Springer. - 2468-8746. - 9783030159580 ; , s. 17-29
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Bokkapitel (refereegranskat)abstract
- In this chapter, our perspective on teaching, learning and didaktik are presented. What we refer to as didaktik highlights issues concerning content and context, and we therefore discuss these notions more closely. © 2019, The Author(s).
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| 4. |
- Pramling, Niklas, 1973, et al.
(författare)
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Play-responsive teaching in early childhood education
- 2019
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Bok (refereegranskat)abstract
- This open access book develops a theoretical concept of teaching that is relevant to early childhood education, and based on children’s learning and development through play. It discusses theoretical premises and research on playing and learning, and proposes the development of play-responsive didaktik. It examines the processes and products of learning and development, teaching and its phylogenetic and ontogenetic development, as well as the ‘what’ of learning and didaktik. Next, it explores the actions, objects and meaning of play and provides insight into the diversity of beliefs about the practices of play. The book presents ideas on how combined research and development projects can be carried out, providing incentive and a model for practice development and research. The second part of the book consists of empirical studies on teacher’s playing skills and examples of play with very young as well as older children.Table of contentsPart IDeveloping Play-responsive Didaktik – Mission Impossible?Learning, Teaching, and DidaktikPlaying, Playworlds, and Early Childhood EducationA Combined Research and Development ProjectPart IIThe Lava-Shark: Teachers Attempting to Enter Children’s PlayThe Lion and the Mouse: How and Why Teachers Succeed in Becoming Participants in Children’s Ongoing PlayGoldilocks and Her Motorcycle: Establishing Narrative FramesThe Triangle-Lady and Billy Goats Gruff: Constituting Contents for Learning in PlayWhen Kroko-the-Crocodile Got SickThe Magical Fruits: Establishing a Narrative Play Frame for Mutual Problem SolvingThe Letter Thief: From Playing to Teaching to Learning to PlayingPart IIIA Play-responsive Early Childhood Education didaktik
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| 5. |
- Pramling, Niklas, 1973, et al.
(författare)
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The Lion and the Mouse: How and Why Teachers Succeed in Becoming Participants in Children’s Ongoing Play
- 2019
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Ingår i: Play-Responsive Teaching in Early Childhood Education. - Cham : Springer. - 2468-8746. - 9783030159580 ; , s. 87-96
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Bokkapitel (refereegranskat)abstract
- In this chapter, we investigate preschool teachers’ attempts to participate when children are already engaged in playing (alone or with playmates), and we focus on when and why teachers seem to succeed (or not) in their attempts to enter such play. © 2019, The Author(s).
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| 6. |
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| 7. |
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| 8. |
- Brodin Olsson, Madeleine, 1973, et al.
(författare)
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Förskollärares ledarskap som ett kunskapsfält i behov av begreppsliga resurser i förskoleverksamhet, utbildning och forskning
- 2022
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Ingår i: Educare - Vetenskapliga skrifter. - : Malmo University Library. - 1653-1868. ; :4, s. 72-99
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Tidskriftsartikel (refereegranskat)abstract
- The present study aims to investigate supervision activities as a form of teaching leadership in preschool teacher education. Work-based education constitutes a particular context for understanding of leadership in preschool due to its intention of bridging between practical and theoretical experience and knowledge. The empirical data analyzed consist of audio-recorded supervision in the form of weekly conversations between the student teacher and the preschool teacher within a five-week course with leadership as the learning content. Theoretically grounded in a sociocultural perspective on learning and communication, the analysis shows how leadership is mediated as a relational practice but without a definition. In addition, the conversations focus on the student teacher’s trajectories of developing leadership. In these conversations, the contents: meanings of leadership and the students’ appropriation of leadership, are blurred. Without an explicit meta-perspective in the conversations, it becomes analytically unclear whether, or to what extent, the participants establish conceptual intersubjectivity. The findings are discussed in relation to work-based education as a context for teaching and learning the prospective occupation. We conclude that theoretical knowledge of preschool teachers’ leadership becomes invisible in supervision without an education offering conceptual resources for this content.
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| 9. |
- Jidai, Yumi, et al.
(författare)
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In the order of words. Teacher-children negotiation about how to translate song lyrics in bilingual early childhood education
- 2017
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Ingår i: Research on Children and Social Interaction. - : Equinox Publishing. - 2057-5807 .- 2057-5815. ; 1:2, s. 199-221
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates, from a sociocultural perspective on communication and learning, translating as a joint activity and how it supports the development of metalinguistic awareness in children. Data in the form of audio recordings were generated in an English immersion preschool in Finland. In the analysed activity, the participants are engaged in a discussion around word order when translating the lyrics to a children’s song. The study shows how the teacher scaffolds the children’s language learning through providing contrast and using qualifying markers important to promoting the development of metalinguistic awareness. More generally, the study shows how a translation activity can function as a language-learning practice in bilingual early childhood education.
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| 10. |
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| 11. |
- Karlsson, Daniela, et al.
(författare)
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Students’ Repertoire of Ways of Responding to Translation Challenges in Bilingual Education and its Implications for Language Learning
- 2020
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Ingår i: ECER 2020, Glasgow - European Conference on Educational Research, August 25-28, 2020 (Conference cancelled).
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Students’ repertoire of ways of responding to translation challenges in bilingual education and its implications for language learning Outline of the research question and theoretical framework Education that supports students’ language learning is a pressing issue in several cultural contexts. Finding ways of promoting language teaching and learning is important to educational inclusion and justice. In the nature of contemporary schooling, how to design language teaching, in a developmentally productive manner, provides a particularly demanding challenge. An important feature of this challenge is analyzed in the present study by focusing on the development of students’ linguistic and meta-linguistic awareness. In the study, we investigate student’s repertoire of ways of responding to translation challenges in bilingual education and its implication for (language) learning. More specifically, we have analyzed: a) how do the students take on the challenge of approaching and managing translation tasks in groups, b) how do translation activities engage students in meta-communication, and c) how is translation collaboratively constituted by the participants. The study, taking a cultural-historical perspective on human learning (Fleer, 2010; Hedegaard, 2009), conceptualizes learning as the appropriation of cultural tools and practices (Fleer & Pramling, 2015). Appropriating cultural tools and practices tend to require a prolonged familiarization process (Wertsch, 1998); the learner gradually becomes more familiar with using the particular tool and participating in the practice. Cultural-historical theory suggests that through interaction we appropriate concepts and construct our understanding in interaction with other people. Language is the primary cultural and psychological tool; it plays the central role in sense making, learning and development processes (Vygotsky, 1978; Littleton & Mercer, 2013; Wells, 2007). Taking this theoretical point of view, concepts used for understanding communicative practices are intersubjectivity, that is how participants coordinate their perspectives to constitute a mutual activity (Rommetveit, 1974; Wertsch, 1998)) and meta-communication (Fleer & Pramling, 2015). In addition, language is understood and analyzed as a set of practices, rather than as a system (Gort & Sembiante, 2015). In the context of the present study, this means that translation activities are interesting to investigate in terms of teaching and learning. Translation activities, including negotiations between students (and teachers), are therefore seen as important practices for understanding and developing language and linguistic awareness. Methodology and Methods The study is conducted in one of the larger cities in Sweden, in an English class of 17 Grade-seven (13 years) students with a certificated English and Swedish teacher. The empirical data were generated during five lessons. The students, with various linguistic backgrounds, have experience of Content and Language Integrated Learning Programme (CLIL), and therefore are used to communicate both in English and Swedish in the school context. This type of practice builds on a premise that languages do not need to be taught separately and that all students’ language practices work together as a linguistic repertoire, rather than operating independent of each other. In the activities analyzed in this study, the students are introduced to various poems, songs or texts, and then are prompted to discuss their translations and sense made, using one or several languages. The teacher rotates among the groups, listens to their discussion, and gives further challenging and supporting feedback. The present presentation takes its starting point in the empirical data of group discussions of groups of three students without the teacher. During the five lessons, the students were introduced to a task to translate in groups a part of a book they were currently reading, Bodyguard (written by Chris Bradford), from English to Swedish. The subsequent task was to translate several songs or parts of songs: “Where is the Love” (by the Black Eyed Peas) and “Dancing on My Own” (by Robyn), from English to Swedish; and a Swedish song (by Håkan Hellström) called “Valborg” (Eng. Walpurgis Night), to translate from Swedish to English. The activities were audio-recorded, transcribed inspired by Jefferson’s transcription system of notation and interpreted through attending to the sequential unfolding of communicative actions (Wells, 1999). Based on the nature and functions of language, mainly the notion that the development of higher-mental processes, such as metalinguistic awareness, is rooted in interaction with others (Vygotsky, 1997), Sociocultural Discourse Analysis (SCDA) more specifically constitutes the method for analysis in the current study. SCDA provides methodological tools for analyzing how participants in an activity use language to think together in the pursuit of the activity and the ways in which (partly) shared understanding is developed. Ethical approval was obtained from the school leadership, the teacher, the students and their caregivers prior to the commencement of data collection. Conclusions, expected outcomes or findings In this presentation, we will show how the students take on the challenge of translation they face, focusing on: a) ways of arguing the choice of word/meaning when translating, b) meta-communicating their approach of handling the translation/task, and c) how the translation activity is collaboratively constituted. a)Ways of arguing the choice of word/meaning The analysis shows how the students use various ways of arguing their choice of word/discerned meaning. We will show how they base their argument on i) how something sounds, ii) specific content-related knowledge, contingent on their interest and experience, iii) conventions or linguistic ‘rules’ of what one can/cannot say in English/Swedish, and iv) context of the text. b)Metacommunicating the approach of handling the translation/task The analysis shows how the students explicitly comment and negotiate their approach or choice of words/terms when translating something. Communicating the meta-perspective of the activity relates to i) whether it is important to know the corresponding term, ii) how the use of the terms depends on the content and context, and iii) how sometimes one needs to go on with the translation and come back to it later and look for a more appropriate term or phrase. c) Translation as collaboratively constituted by the participants The analysis shows how the negotiations become explorative (Littleton & Mercer, 2013) in their character of how the students are negotiating the meaning of different words or phrases. In the negotiations, they relate to the context of the text and to the type of the text (what kind of text they are translating – its genre – and what the text is about). On the basis of the findings, we will discuss what the indications and implications of this repertoire of responses to translation challenges are for accessing and developing the students’ metalinguistic awareness and how a translation activity can function as a learning practice. References Fleer, M. (2010). Early learning and development: Cultural-historical concepts in play. Cambridge: Cambridge University Press. Fleer, M., & Pramling, N. (2015). A cultural-historical study of children learning science: Foregrounding affective imagination in play-based settings (Cultural Studies of Science Education). Dordrecht, the Netherlands: Springer. Gort, M., & Sembiante, S. F. (2015). Navigating hybridized language learning spaces through translanguaging pedagogy: Dual language preschool teachers’ languaging practices in support of emergent bilingual children’s performance of academic discourse. International Multilingual Research Journal, 9, 7–25. Jidai, Y., Kultti, A., & Pramling, N. (2017). In the order of words: Teacher-children negotiation about how to translate song lyrics in bilingual early childhood education. Research on Children and Social Interaction, 1(2), 199–221. Kultti, A., & Pramling, N. (2018). ”Behind the words”: Negotiating literal/figurative sense when translating the lyrics to a children’s song in bilingual preschool. Scandinavian Journal of Educational Research, 62(2), 200–212. Kultti, A., & Pramling, N. (2017). Translation activities in bilingual early childhood education: Children’s perspectives and teachers’ scaffolding. Multilingua, 36(6), 703–725. Littleton, K., & Mercer, N. (2013). Interthinking: Putting talk to work. London: Routledge. Mercer, N. (2004). Sociocultural discourse analysis: Analysing classroom talk as a social mode of thinking. Journal of Applied Linguistics, 1(2), 137–168. Vygotsky, L. S. (1987). The collected works of L. S. Vygotsky, Volume 1: Problems of general psychology, including the volume Thinking and Speech (R. W. Rieber & A. S. Carton, Eds., N. Minick, Trans.). New York: Plenum. Wells, G. (2007). Semiotic Mediation, Dialogue and the Construction of Knowledge. Human Development, 50(5), 244–274. doi: 10.1159/000106414 Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. New York: Cambridge University Press. Wertsch, J. V. (1998). Mind as action. New York: Oxford University Press. Intent of publication Language Awareness Keywords linguistic and metalinguistic awareness, languaging, translation in education. Keywords on research methods (3-5 keywords to specify research methods) CLIL, Group discussions, audio-recording, Interaction Analysis, Sociocultural Discourse Analysis
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| 12. |
- Kultti, Anne, 1976
(författare)
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Adding learning resources: A study of two toddlers’ modes and trajectories of participation in early childhood education.
- 2015
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Ingår i: International Journal of Early Years Education. - : Informa UK Limited. - 0966-9760 .- 1469-8463. ; 23:2, s. 209-221
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Tidskriftsartikel (refereegranskat)abstract
- This study focuses on the nature of children’s participation in an Australian early childhood context in which their second language is used. The aim is to create knowledge of toddlers’ modes and trajectories of participation. Empirical data documenting the participation of two toddlers were gathered through video observa- tions of everyday activities in the childcare programme across six weeks. The concepts of legitimate peripheral participation and changed participation were used as analytical tools for interpreting the empirical data. Interaction of the toddlers is illustrated through images and transcripts. The analysis show how their participation is carried out through non-verbal communication in silence and movement, and how the toddlers moved, in different ways, towards coordinating activities with other children. The children’s trajectories illustrate how they come to participate in different ways and with additional learning resources. How the pedagogical approach acknowledges non-verbal actions and offers multiple modes and trajectories of participation is discussed.
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| 13. |
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| 14. |
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| 15. |
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| 16. |
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| 17. |
- Kultti, Anne, 1976, et al.
(författare)
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“Behind the Words”: Negotiating Literal/Figurative Sense When Translating the Lyrics to a Children’s Song in Bilingual Preschool
- 2018
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 62:2, s. 200-212
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates how 6- to 7-year-old children in a bilingual preschool together with their teachers take on the challenge of translating the lyrics to a children’s song from Finnish to English. With an interest in how translation activities can engage children in communication and metacommunication, and facilitate the development of linguistic and metalinguistic awareness, how a decisive matter of translation – that of taking an utterance literally and/or metaphorically – is negotiated among participants is more specifically scrutinized. The study takes a sociocultural theoretical perspective on learning and communication. The study shows how this kind of activity allows teachers to scaffold children engaging in talk about linguistic and metalinguistic matters, pivotal to their language development and comprehension of this kind of text.
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| 18. |
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| 19. |
- Kultti, Anne, 1976, et al.
(författare)
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Bring Your Own Toy: Socialisation of Two-Year-Olds Through Tool-Mediated Activities in an Australian Early Childhood Education Context
- 2015
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Ingår i: Early Childhood Education Journal. - : Springer Science and Business Media LLC. - 1082-3301 .- 1573-1707. ; 43:5, s. 367-376
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Tidskriftsartikel (refereegranskat)abstract
- The study focuses on how young children are socialised in early childhood education practice in activities with and around toys. A premise of this study is the theoretical notion of sociocultural theory that people do things with artefacts and other cultural tools, and tools do things with people. This is captured in the unit of analysis, tool-mediated activities. Two activities, documented by video observations, are analysed. The empirical data are illustrated through images and transcripts, and the analysis is grounded on an interactional approach. The analysis illustrates that play activities in this practice offer opportunities to use toys in individual ways. Yet, the toys also provide ways of participating in activities together with other children when there is a common artefact within the activity, for instance a parking lot for driving cars on. Therefore, even when playing individually and with individual toys, children can participate in a joint activity. How toys mediated knowledge and practice on individual, interpersonal, and institutional planes is discussed. The findings suggest that toys support communication before children have developed verbal language skills and that certain types of tools facilitate both individual and collective use.
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| 20. |
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| 21. |
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| 22. |
- Kultti, Anne, 1976, et al.
(författare)
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Children's socialisation into literate practices through engaging in translation activities in immersion preschool
- 2021
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Ingår i: Journal of Early Childhood Literacy. - : SAGE Publications. - 1468-7984 .- 1741-2919. ; 21:4, s. 590-613
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Tidskriftsartikel (refereegranskat)abstract
- In this empirical study, we analyse how five-year-old children are socialised into particular interpretive practices indicative of a literate mind. The data come from translation activities where children with their teacher listen to and then talk about how to understand the lyrics to a popular children's song. The setting is a Finnish-Swedish immersion programme, where Finnish-speaking children are immersed in Swedish. Three such activities were audio recorded. These are analysed according to the principles of Interaction Analysis, that is, how participants sequentially respond to each other's communicative actions. Theoretically, the study is informed by a sociocultural perspective, highlighting how intramental function, such as reasoning and problem-solving, are contingent on intermental communication. How participating children are introduced to literate distinctions and concepts of interpreting text is therefore premised to be critical to their emerging literate interpretive skills. The results highlight how the children are constantly challenged and supported by the teacher in a zone of proximal development where their abilities to interpret the lyrics discussed are stretched.
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| 23. |
- Kultti, Anne, 1976, et al.
(författare)
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Collective and individual dimensions in peer positioning in early childhood education
- 2015
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Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 185:6, s. 868-882
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Tidskriftsartikel (refereegranskat)abstract
- The present study will shed light on peer interaction and children's positioning in preschool. Theoretically, the study takes its point of departure from the concept of interpretive reproduction, which stresses the importance of children's collective actions and participation in cultural production and reproduction. Positioning refers to how children create social order in here-and-now interactions. Video data from three preschools have been used to capture peer interaction during play and mealtime. The study contributes to early childhood research by demonstrating a collective and an individual dimension of positioning connected to children's understanding of institutional norms. In addition, irrespective of age and preschool context, bodily actions are important resources in children's positioning.
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| 24. |
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| 25. |
- Kultti, Anne, 1976
(författare)
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Differentiation of 'multilingual children' in early education through knowledge of family language practices
- 2024
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Ingår i: EARLY CHILD DEVELOPMENT AND CARE. - 0300-4430 .- 1476-8275.
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Tidskriftsartikel (refereegranskat)abstract
- In this study, the notion of 'multilingual children' is differentiated by problematizing overgeneralizations or homogenizing of children with potentially different experiences of language(s). The aim is to generate knowledge of how minority language-speaking children use their language(s) outside the education system through teacher-parent dialogue. The terms family language(s) and minority/majority language(s) are argued to capture the situated character of language(s) and to avoid labelling children's languages from an outside perspective. The analysis conceived as abductive is based on 33 dialogues. The findings imply the children participating in multilingual practices including English as an additional language, and the opposite: the children are rather monolingual in their language use. A conclusion drawn is that being a multilingual child/parent in early childhood education in a monolingual society can be understood in terms of how the space for participation is facilitated and countered.
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| 26. |
- Kultti, Anne, 1976, et al.
(författare)
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Early Childhood Education for Sustainable Development in Sweden
- 2016
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Ingår i: In J. Siraj-Blatchford, C. Mogharreban & E. Park (Eds.), International research on Education for Sustainable Development in Early Childhood. - Switzerland : Springer. - 9783319422060 - 9783319422084 ; , s. 123-137
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Bokkapitel (refereegranskat)
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| 27. |
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| 28. |
- Kultti, Anne, 1976, et al.
(författare)
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Every day life as positioning: peer interaction in Swedish preschool
- 2013
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Ingår i: 2013 OMEP World Assembly and Congress.
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Konferensbidrag (refereegranskat)abstract
- This presentation aims at discussing children’s learning processes through interaction and how children’s communication skills are expressed in different Swedish preschool settings. The paper addresses peer interaction, and more specific, how preschool children’s positioning are manifested and understood in everyday peer interaction. The children in the investigated preschools are between one and five years old. Theoretically, the paper takes its point of departure in the assumption that children’s learning and development depends on social, cultural and historical context. How this is expressed might, however, vary depending on educational context. Re-analysis of data in two different studies has been used as an analytic tool for capturing the interactions between preschool teachers and preschool children in their everyday life in preschool. Both studies include empirical data. Conversation analysis is used in one of the studies, and interaction analysis in the other. The analysis in the present paper focus on preschool children’s verbal and non-verbal actions. The ways the children in the video sequences express themselves with gestures as well as talk are important recourses of the current actions and how they position themselves. Furthermore, children’s actions in terms of what they have expressed and how they express themselves will further be investigated in this paper. A detailed analysis of children’s interactions in terms of how they interact and position themselves during play activities and during lunch will be presented in the paper. Our preliminary results show that including as well as excluding is part of peer interactions. The result also indicates that peer’s are given possibilities of creating meaning and participation in their everyday activities. In addition, possibilities of using video recordings by preschool teachers, as a tool for understanding the preschool practice are discussed.
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| 29. |
- Kultti, Anne, 1976
(författare)
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Extended dialogues in establishing children-teacher play: The pattern of initiation-challenge-extension (ICE)
- 2023
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Ingår i: Journal of Early Childhood Research. - 1476-718X. ; 21:4, s. 510-523
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Tidskriftsartikel (refereegranskat)abstract
- In studies of classroom discourse in early childhood education and care (ECEC), a dominance of the communicative pattern of initiation, response, follow-up (IRF) is shown, and a need of knowledge about extensive dialogue for meaning making is argued. In the present study, communication between children and teacher(s) in play is consider as a form educational discourse mediating language learning. The study, informed by a sociocultural perspective aims to contribute to the knowledge of pattern of establishing a pedagogical dialogue in play activities. What characterizes the communication establishing a joint play in which children come to participate in extensive dialogues is clarified through reanalyzing video-documented data from a project concerning play, learning and teaching in ECEC. The analysis implies a pattern of ICE: children initiating a play (I)-a teacher challenging the initiative (C)-children expanding the content (E). The function of challenging is understood as the critical contribution for opening for and expanding the children's verbal participation. A conclusion of changing the follow-up from evaluating to expanding in a pedagogical dialogue is recommended to study further in different contexts.
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| 30. |
- Kultti, Anne, 1976
(författare)
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Flerspråkande lekresponsiv undervisning
- 2024
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Ingår i: Svenska som andraspråk. - Stockholm : Natur och Kultur. - 9789127465565
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 31. |
- Kultti, Anne, 1976
(författare)
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Flerspråkiga barn i förskolan: Villkor för deltagande och lärande
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this research was to study the learning conditions in preschool that support young multilingual children’s language and communicative development, and their participation in activities. A sociocultural theoretical approach provides a means to understand the dynamics of children’s learning and development within a strong theoretical framework. Analytical foci used in this research included: activity, activity systems, participation, ZPD, scaffolding, interaction, verbal and non-verbal communication, and artefacts. An ethnographical and interaction analytic approach was used to study the preschool environment as a context for learning through child-initiated play activities and teacher-led group activities. Play, mealtime, singing, and story time activities in eight preschools were analysed through the experiences of ten multilingual children (aged 1.7 to 2.11 years). The findings show that play, mealtime, singing, and story time are a part of regular and recurring patterns of the activity system. Pedagogy; organising of activities in time; spatial and social organisation; play materials and other physical artefacts contributed to creating conditions for children’s communication and language learning. Preschool is an environment where Swedish is the dominant language of communication. From an early age, children make a distinction about what language should be used in any particular context. Languages, other than Swedish, were largely invisible in the preschools studied. There was considerable space for varied individual participation in the activities. The specific nature of this activity system implies that there are opportunities for children to participate in a range of activities with others and also to manage or change their level of participation. The activities offered different resources (other than verbal communications) for participation, such as repetition of actions, use of artefacts and involvement in music. Participation in Swedish by each child was not demanded. Differences in children’s language skills did not therefore constitute a barrier to participation in most activities. However, how effectively the learning resources were used depended on the teachers’ scaffolding. Focusing on the preschool activities and the communication opportunities provides new perspectives for understanding young multilingual children in preschool and the preschool as institutional practice. Additionally, the study provides knowledge about how to use scaffolding as a tool for learning in multilingual contexts.
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| 32. |
- Kultti, Anne, 1976
(författare)
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Flerspråkiga barns villkor i förskolan. Lärande av och på ett andra språk.
- 2014
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Författaren visar på möjligheter och begränsningar i organisation, samspel, kommunikation och i fysisk miljö. Vidare betonas vikten av ett samarbete mellan hem och förskola för att stödja barns lärande och utveckling på och av flera språk. Teori och praktik möts genom att teoretiska perspektiv presenteras angående språk och lärande. Varje kapitel avslutas med en sammanfattning och reflektionsfrågor. Boken har också ett metodkapitel som kan läsas som fördjupning eller fristående inför uppsatsarbete.
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| 33. |
- Kultti, Anne, 1976
(författare)
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Globalising early childhood education (GECE)
- 2024
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Ingår i: International Journal of Multilingualism. - : Informa UK Limited. - 1479-0718 .- 1747-7530. ; 21:1, s. 548-558
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Tidskriftsartikel (refereegranskat)abstract
- The overall interest in the present paper is equal early childhood education (ECE) in terms of educating multilingually. Instead of monoglossic bilingual education directed to some children, or monoglossic monolingual education directed to children despite language background, education for recognising and creating multilingual practices for all children is reasoned in terms of global early childhood education (GECE). The reasoning is grounded on a sociocultural understanding of learning, research on holistic multilingual education and the concept of play-responsive teaching. In the paper, a framework with principles for GECE–ECE characterised by multifaceted language ecology–is put forward. The principles concerning (i) conditions, (ii) learning contents and (iii) teaching tools are formulated to provide premises for and to be evolved through empirical research. The paper contributes to the contemporary challenge of implementing multilingual teaching approaches. Legitimising multilingual teaching in practice is considered a question for research in collaboration with teachers and professional development.
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| 34. |
- Kultti, Anne, 1976
(författare)
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Go Edvin! Pedagogical structuring of activities to support toddler participation in an early child care programme
- 2016
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Ingår i: International Research in Early Childhood Education Journal. ; 7:3, s. 2-15
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Tidskriftsartikel (refereegranskat)abstract
- The present paper addresses children’s participation through pedagogical structuring in an early childcare programme in Australia. Research shows inequality in participatory opportunities depending on skills in the spoken (majority) language. Against this background, the focus in the present study is on participatory opportunities for toddlers with a first language other than English. The toddlers’ participation was video recorded over a six-week period. Participatory opportunities are understood in terms of pedagogical structuring, with an institutional and an interactional level. Through the use of a model of conditions for participation as an analytic tool, teachers’ attending to children’s perspective as a starting point for guidance is shown to characterize the pedagogical structuring. Non-verbal actions can become a useful tool for interaction, and offer a starting point for experiencing extended communication at an early age. In addition, the study shows an alternative way of interpreting decision-making in relation to the youngest children. A pedagogy built on a nuanced understanding of conditions for participation is emphasized and discussed.
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| 35. |
- Kultti, Anne, 1976, et al.
(författare)
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Guided participation and communication practices in multilingual toddler groups. In L.J. Harrison & J. Sumsion (Eds.)
- 2014
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Ingår i: Lived spaces of infant-toddler education and care: Exploring diverse perspectives on theory, research and practice. - Dordrecht, The Netherlands : Springer. - 9789401788373 ; , s. 147-159
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Bokkapitel (refereegranskat)abstract
- The majority of children (84 %) in Sweden enter preschool between the age of 1 and 2 years. A growing number of them communicate in more than one language. These multilingual children are learning two or more languages from an early age in different contexts: one or two languages in the family and Swedish in preschool. Preschool is also the primary environment for communication and learning of Swedish for the 2-year-olds (17 %) who have a first language other than Swedish (Skolverket. Barn, elever och personal—riksnivå 2011 (Rapport nr. 357). Retrieved from http://www.skolverket.se, 2011). The national curriculum for preschool articulates both learning and children’s perspectives as important. This study contributes to an understanding of infants’ and toddlers’ experiences within the lived spaces of the education and care setting by illustrating how the preschool environment can be an arena for language learning. It shows how the organisation and structure of preschool activities, possibilities for participating in activities by using different communicative resources, and play with other children who share the same first language can be understood.
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| 36. |
- Kultti, Anne, 1976, et al.
(författare)
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Introduktion
- 2017
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Ingår i: Undervisning i flerspråkig förskola. - Malmö : Gleerups.
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 37. |
- Kultti, Anne, 1976, et al.
(författare)
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Investing in home-preschool collaboration for understanding social words of multilingual children.
- 2016
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Ingår i: Journal of Early Childhood Education Research. - 2323-7414 .- 2323-7414. ; 5:1, s. 69-91
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Tidskriftsartikel (refereegranskat)abstract
- In the present study, the critical role of education in promoting social and cultural sustainability is a premise for understanding learning opportunities that are actualized in the preschool context. Information and dialogue as forms of collaboration are investigated through a directed content analysis to interpret empirical data from an in-schooling model in two preschool units, with caregivers and educators with first languages other than Swedish. The analysis shows that collaboration is expressed in terms of information passed from educators to caregivers. The caregivers are not expected to have context-relevant experience to share with the educators. At the same time, however, caregivers are presented as the experts in knowing their child. The educators take the role of expert of knowing the caregivers, based on their earlier experience, and the in-schooling model is used as a tool to anticipate problems. Caregivers’ ‘active’ participation as advocates becomes primarily a question of fitting into the preschool. Two relevant interpretations of findings are discussed: 1) educators taking responsibility for collaboration and collaboration as a communicative space for dialogue, and 2) possible innovative ways of taking the child’s perspective on becoming a member within the new language and educational contexts.
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| 38. |
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| 39. |
- Kultti, Anne, 1976
(författare)
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Lekkultur för språklärande
- 2013
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Ingår i: Förskoletidningen. - 0348-0364. ; 38:4, s. 15-19
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 40. |
- Kultti, Anne, 1976, et al.
(författare)
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Limes and Lemons: Teaching and Learning in Preschool as the Coordination of Perspectives and Sensory Modalities
- 2015
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Ingår i: International Journal of Early Childhood. - : Springer Science and Business Media LLC. - 0020-7187 .- 1878-4658. ; 47:1, s. 105-117
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Tidskriftsartikel (refereegranskat)abstract
- This article proposes a conceptualization of teaching and learning in early childhood education, as the coordination of perspectives held by children and teachers through engaging different sensory modalities in the learning process. It takes a sociocultural theoretical perspective. An empirical example from a routine mealtime situation is presented to illustrate the ideas. In the example, the teacher and young children, aged 1 to 3 years, engage in a dialogue about limes and lemons. Within this dialogue, over mealtime in a preschool, children and teachers interconnect experiences to make mutual sense. It is argued that teaching can be conceptualized in terms of coordinated actions and more specifically the coordination of communicated perspectives, modalities and experiences. This notion of teaching is useful to clarify how teachers can support children’s learning in the collective arena of preschool. It highlights the social and communicative nature of teaching in a form appropriate to understanding this process in the context of this setting. Through coordinating perspectives, experiences and situations across time, the teacher is shown to facilitate the children’s participation, communication in a second language, and, per implication, learning.
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| 41. |
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| 42. |
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| 43. |
- Kultti, Anne, 1976
(författare)
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Mealtimes in Swedish preschools: pedagogical opportunities for toddlers learning a new language
- 2014
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Ingår i: Early years. - : Informa UK Limited. - 0957-5146 .- 1472-4421. ; 34:1, s. 18-31
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports on a study which explores how routine activities in preschool can support young multilingual children’s participation, communication and development of languages. The paper takes as its starting point the idea that young children’s development takes place through interaction and participation, including in routine activities. Empirical data of mealtimes was gathered in eight toddler groups in a Swedish city, and analysed as a context for learning. The mealtimes were video recorded and interpreted by using an interaction analytic approach which allowed multiple layers of mealtime interactions, all of which impact on the level of participation available to children, to be explored. A detailed analysis of activities and opportunities for communication provides an additional perspective for understanding participation and language learning in institutional practices. The findings show how language learning is situated as a communicative and participatory experience, and that common and shared topics are crucial for participation. Further, a shift in children’s participation status during interaction at mealtime is possible. An extended way of incorporating language teaching into multilingual preschool contexts is discussed.
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| 44. |
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| 45. |
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| 46. |
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| 47. |
- Kultti, Anne, 1976
(författare)
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Mutuality in Collaboration: A Development Project for Teaching in Multilingual ECEC
- 2023
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Ingår i: Methodology for Research with Early Childhood Education and Care Professionals. - Cham : Springer International Publishing. - 2468-8746. ; , s. 133-141
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The context of this chapter is a long-term collaboration within a development project for decreasing differences in young children’s living conditions. The project aimed to take on this challenge through professional development about teaching and learning, as well as home-preschool collaboration, in multilingual preschool contexts. Participants were preschool teachers, preschool heads, and persons responsible for preschool education in a total of six municipalities, together with a researcher and a local region working for children’s wellbeing. In this chapter, collaboration is seen as a dialogical activity between these actors. Experiences of conditions for and contributions of mutuality in a collaboration are reflected on and discussed from a researcher’s perspective. A lesson learned involves the cruciality of practices of leading, in terms of organizing for ongoing professional development. This includes legitimizing the experiences of participating teachers and distributing leadership. These aspects are understood as adding to the ownership of participating teachers and contributing to the development of content.
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| 48. |
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| 49. |
- Kultti, Anne, 1976, et al.
(författare)
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Observation. A Swedish case-study
- 2006
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Ingår i: Intercultural Competence in Teacher-training for Early Childhood Education. Theory and Practice. H. Müller (Ed.). - Cologne, Germany : Farbo print + media GmbH. ; , s. 46-48
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 50. |
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