| 1. |
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| 2. |
- 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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| 3. |
- Lagerlöf, Pernilla, 1972
(författare)
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Att berika barns musikaliska lyssnande
- 2013
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Ingår i: I. Pramling Samuelsson & I. Tallberg Broman (red.), Barndom, lärande och ämnesdidaktik. - Lund : Studentlitteratur. - 9789144091037 ; , s. 177-192
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Lagerlöf, Pernilla, 1972, et al.
(författare)
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Att dela musikupplevelser
- 2014
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Ingår i: Man ser inte gruppen för alla barn. - Lund : Studentlitteratur. - 9789144105086 ; , s. 37-52
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
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| 6. |
- 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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| 7. |
- Lagerlöf, Pernilla, 1972, et al.
(författare)
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Communicating in and about music
- 2016
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Ingår i: Children's creative music-making with reflexive interactive technology. - London : Routledge Research in Education. - 9781138931084 ; , s. 184-191
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
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| 9. |
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| 10. |
- Lagerlöf, Pernilla, 1972, et al.
(författare)
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Engaging children’s participation in and around a new music technology through playful framing
- 2013
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Ingår i: International Journal of Early Years Education. - : Informa UK Limited. - 0966-9760 .- 1469-8463. ; 21:4, s. 325-335
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Tidskriftsartikel (refereegranskat)abstract
- This article concerns children’s engagement and participation in a musical dialogue, with the adult taking the role of the more-experienced participant and frames the activity as a musical play activity (in both senses of the word ‘play’). It presents an analysis of empirical data from a session with two six-year-old children interacting with and around a new music technology in a Swedish preschool setting and explores what participating in these practices implies for the children’s learning. The results indicate that the communicatively established framing made it possible for the children (i.e. provided scaffolding for them) to participate actively in a joint playful music-making activity. The communicative framing provided by the adult who took the role of a more-experienced participant played a vital part in providing musical experiences, not only in guiding the children to explore the system but also in introducing mediating tools as a way of discerning musical aspects.
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| 11. |
- Lagerlöf, Pernilla, 1972
(författare)
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Exploring children’s musical learning from a play-responsive teaching perspective
- 2019
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Ingår i: The international conference ECEC - The Nordic way, hosted by the Norwegian Ministry of Education and Research and the Union of Education in Norway. Oslo, March 2019.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Music is an important part of young children’s everyday lives as their musical cultures are increasingly intertwined in children’s play at preschool. Traditionally, music and play are seen as children’s free expressions and many teachers rely on an approach where they ‘interfere’ as little as possible. However, to organize for a playful music education is important in providing all children equally rights to come in contact with different musical expressions and to facilitate their agency in musical activities. The overarching aim of this presentation is to take a meta-perspective on previous studies (Lagerlöf, 2016; Lagerlöf & Wallerstedt, 2017, 2018) in order to explore how preschool teachers find ways of contributing to children’s music learning in response to children’s play. The perspective here used aims to contribute to conceptualizing teaching and didaktik relevant to early childhood education without residing to a dichotomy between traditional-schooled-instruction, on the one hand, and free play, on the other. From this perspective, teaching is understood as a mutual activity, co-constructed by coordinated practices and actions of the participants, hence an inter-responsive activity between teachers and children. The meta-analysis is made on video recordings of children and teacher engaged in interactions in preschools. Data have been generated from different projects: e.g. MIROR, (EU, FP7-ICT,Grant 258338), and Theorizing play-based preschool didactics (Skolfi 2016/112). The research builds on detailed process studies that show how teacher participation and responses are critical to the continuation and development of mutually engaging play-responsive music teaching activities.
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| 12. |
- Lagerlöf, Pernilla, 1972, et al.
(författare)
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Förskollärares perspektiv på musikundervisningens utmaningar för de yngsta barnen i förskolan
- 2018
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Ingår i: Barn - Nordic journal on child and childhood research. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 0800-1669. ; 36:3-4, s. 59-78
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Tidskriftsartikel (refereegranskat)abstract
- According to the preschool’s educational mission, all children should be given the opportunity to develop their creative ability. Research, however, shows that preschool teachers often feel insecure about aesthetic expressions, especially music, and as a result, they avoid singing and playing with children. At the same time music has gained less space in pre-school teacher education. The study addresses the question of how music education in pre-school plays out and what challenges preschool teachers talk about in relation to the work on goal-oriented teaching in music with the youngest children in preschool. The study is conducted in the framework of a development project in collaboration with three pre-schools educating 1–2 year-olds. In the project, a focus group discussion with the teachers has been conducted and this has been analysed based on a discourse psychological approach. Two interpretative repertoires appear in the material: music as a feeling and music as a subject content, where the preschool-teachers’ roles differ. One conclusion is that a subject-specific language is a clear facilitator for the teaching assignment. Here, teacher education is found to play a central role.
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| 13. |
- Lagerlöf, Pernilla, 1972, et al.
(författare)
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‘I don’t even dare to do it’: Problematising the Image of the Competent and Musical Child
- 2019
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Ingår i: Music Education Research. - : Informa UK Limited. - 1461-3808 .- 1469-9893. ; 21:1, s. 86-98
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Tidskriftsartikel (refereegranskat)abstract
- The overarching aim of this study is to problematise the image of the competent and musical child. The study highlights how attending to children’s interactions during a musical practical activity may offer insights into children’s musical fields of interest and help understand the learning processes children are engaged in when they are left to their own devices. We analyse empirical data from a video-recorded session with six preschool children engaged in role-play in a playroom at their preschool. The results show how children actualise and use experiences from popular media. While the children are competent in how to characterise a practice, such as a music talent show, they lack the resources to frame the play activity as a music performance. We use these findings to discuss the potential role of teachers in preschool children’s musical learning.
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| 14. |
- Lagerlöf, Pernilla, 1972
(författare)
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Interprofessional Dialogue and the Importance of Contextualising Children’s Participation: A Collaboration Between Different Disciplines Around New Technology
- 2023
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Ingår i: Wallerstedt, C., Brooks, E., Eriksen Ødegaard, E., Pramling, N. (eds) Methodology for Research with Early Childhood Education and Care Professionals. International Perspectives on Early Childhood Education and Development, vol 38. Springer, Cham. https://doi.org/10.1007/978-3-031-14583-4_8. - Cham : Springer. - 2468-8746 .- 2468-8754. - 9783031145834 ; , s. 121-131
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Bokkapitel (refereegranskat)abstract
- The MIROR Project (2010–2013) was a large-scale international research project financed by the EU, involving various researchers from six countries. It dealt with the development of an adaptive system (artificial intelligence, AI) for music learning and teaching in the context of early childhood music education. The project was based on a spiral design approach, involving coupled interactions between the technical partners and the research partners (from the disciplines of psychology and pedagogy/education). It raised methodological challenges concerning how the experiments and technology were designed, as they did not relate to Swedish pre- school tradition, which will serve here as the contextualised case from which more general issues will be discussed. Different ethical issues were also faced in regard to how the research was planned, and stemming from the fact that there were com- mercial interests involved.
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| 15. |
- Lagerlöf, Pernilla, 1972
(författare)
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Musical make-believe playing: three preschoolers collaboratively initiating play ‘in-between’
- 2015
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Ingår i: Early Years. - : Informa UK Limited. - 0957-5146 .- 1472-4421. ; 35:3, s. 303-316
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Tidskriftsartikel (refereegranskat)abstract
- This study presents an analysis of a video observation of three six-year-olds interacting in front of a synthesizer in a Swedish preschool and using a new music technology (MIROR-Impro). It investigates how a musical role-play unfolds as an intermediate activity when there is a malfunction with the set-up of the technology and how it recommences when the technology is again functioning. The study is informed by a sociocultural perspective on playing and learning and analyses how the children communicate and negotiate in and about this activity. The analysis shows how they make use of this gap to develop mutual make-believe play and how they actualize and use some of their out-ofschool experiences. How the children establish coordination into a joint activity and scaffold each other’s musical performance is also shown. The study relates to children’s music experiences in contemporary childhood and how early childhood music education can respond to these. Keywords: children’s culture; musical role-play; new music technology; sociocultural perspective; make-believe play; framing
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| 16. |
- Lagerlöf, Pernilla, 1972
(författare)
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Musical play: Children interacting with and around music technology
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores young children and music learning in the ecology of music technologies. The research is a part of an EU project called MIROR (Musical Interaction Relying on Reflection) that had the intention to develop software for music learning designed to promote specific cognitive abilities in the field of music improvisation. The overarching aim of this thesis is to explore activities where children (and adults) interact with and around the music technology MIROR Impro, and what this participation allows and supports children to learn, including musical learning. The research focuses on the participants’ interaction with each other and in relation to the instrument connected to the software. Participants in the empirical studies are 4-8-year-old (with an emphasis on 6-year-old) children in a Swedish preschool and in an afterschool centre. The theoretical framework is a sociocultural perspective. A point of departure is the understanding of learning as an act of participation in communities of practice rather than as an individual, cognitive process of internalizing knowledge. According to this perspective, learning is situated in a context and mediated by cultural tools (physical such as musical instruments as well as discursive ones) which are included in the unit of analysis. The results are presented in four empirical studies. Together, these studies show that despite the technology being launched as self-instructive and work as an ‘advanced cognitive tutor’, in situations where a more experienced participant is engaged and interact with the children, their opportunities to learn in and about music is enhanced. In these contexts, the teacher is vital to help the children to conceptualize and identify musical possibilities. The make-believe play communicatively frames the activity in a way that creates meaningfulness and helps children make sense. By interacting verbally with the children as a co-creator, the teacher goes into dialogue with them about a musical content and thus provides opportunities for emerging music learning.
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| 17. |
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| 18. |
- Lagerlöf, Pernilla, 1972, et al.
(författare)
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Musik och gemenskap i förskolan: Redskap för delaktighet
- 2017
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Ingår i: H. Harju-Luukainen & A. Kultti (red.). Undervisning i flerspråkig förskola. - Malmö : Gleerups. - 9789140695192 ; , s. 107-122
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 19. |
- Lagerlöf, Pernilla, 1972, et al.
(författare)
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Participation and responsiveness: children’s rights in play from the perspective of play-responsive early childhood education and care and the UNCRC
- 2023
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Ingår i: Oxford Review of Education. - : Informa UK Limited. - 0305-4985 .- 1465-3915. ; 49:5, s. 698-712
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Tidskriftsartikel (refereegranskat)abstract
- While children’s rights to play is stated in the UNCRC, this study investigates children’s rights in play through an analysis of narrative play in preschool. Play-responsive early childhood education and care (PRECEC) is a recently developed theory that provides analytical tools for investigating participants’ communicative coordination and reorientation in mutual activities. By empirically trying out four interrelated elements – space, voice, audience, and influence from Lundy’s rights discourse, the aim is to further develop the theory of PRECEC by differentiating the meaning of responsivity. Video-recorded data from an early childhood education and care setting provide the empirical foundation for the study. What we find analytically is how responsiveness in narrative play affords children to express themselves, be heard and be responded to, and what this entails. In the activity, children are included and recognised as contributing participants, having agency to co-narrate the development of the play.
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| 20. |
- Lagerlöf, Pernilla, 1972, et al.
(författare)
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Playing, new music technology and the struggle with achieving intersubjectivity
- 2014
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Ingår i: Journal of Music, Technology and Education. - : Intellect. - 1752-7066 .- 1752-7074. ; 7:2, s. 199-216
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Tidskriftsartikel (refereegranskat)abstract
- This study is an empirical investigation of what activities evolve when children interact with and around a new music technology (an Interactive Reflexive Musical System (IRMS), a kind of computationally augmented instrument), with and without an adult actively participating. What the nature of the participations’ communication is, what structuring resources they are introduced to and use, and whether or not the participants establish temporarily sufficient intersubjectivity are analysed. The empirical data consist of video observations from an after-school centre of, first, the children themselves interacting with each other and the music technology, and second, with a teacher participating in the activity. The result shows that the activities developed into different types of play-based participations: make-believe and/or musical play. Although the adult provides some structuring resources (counting, using metaphors and gestures) to engage the children in a ‘musical dialogue’ with the system, the participants do not establish temporarily sufficient intersubjectivity for engaging in a joint activity of this kind. The finding that the children (and adult) engage in many different kinds of activities illustrates the creative and open-ended nature of participating in social practices.
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| 21. |
- Lagerlöf, Pernilla, 1972, et al.
(författare)
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Preschool Children’s Play and Alignments in a Bracketed Framing of a Music-technological Breakdown
- 2018
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Ingår i: Research on Children and Social Interaction. - : Equinox Publishing. - 2057-5807 .- 2057-5815. ; 2:1, s. 120-142
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Tidskriftsartikel (refereegranskat)abstract
- Music technologies are becoming important in children’s play in everyday life, but research on children’s communication and interaction in such activities is still scarce. This study examines three children’s social interaction in an ‘experimental’ activity in preschool, when the music technology breaks down. Detailed analysis is carried out by using a Goffmanian approach. The findings illustrate the children’s interpretive framings of the adult’s introduction and their orientation to the technological material in order to perform different alignments and how they change footings. The children’s social interaction is organised according to the playful framing of the bracketed activity. This suggests the significance to pay attention to children’s definitions of situations and to consider children’s experiences of participation in popular media culture.
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| 22. |
- Lagerlöf, Pernilla, 1972
(författare)
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Preschoolers’ make-believe playing while music-playing
- 2015
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Ingår i: 4th Annual International Research-to-Practice Conference «Early Childhood Care and Education» - Moscow, Russia..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 23. |
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| 24. |
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| 25. |
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| 26. |
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| 27. |
- Larsson, Jonna, et al.
(författare)
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Livslångt lärande
- 2019
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Förskolan och förskoleklassen har ett sammanhållet och kompensatoriskt uppdrag: att förena omsorg, lek och lärande. Karaktäristiskt för undervisningen i förskolan och förskoleklassen är att kunskaper och värden är odelbara. De utvecklas i sammanhängande aktiviteter med en gemensam riktning för barns lärande. Centralt i styrdokumenten är att verksamheternas uppdrag består av både sociala, demokratiska och innehållsrelaterade områden där utbildningen ska utvecklas systematiskt för att möjliggöra för barnens utveckling och lärande. Oavsett vilka innehållsområden och redskap för lärande som hanteras i utbildning och undervisning i förskolan och förskoleklassen så bör de användas utifrån en kritisk reflektion med ett uttalat syfte. Arbetslaget har därmed en viktig roll att stötta barnen i att upptäcka innehåll som de inte skulle få tillgång till på egen hand. Förskolan och förskoleklassen är därför centrala arenor för att erbjuda alla barn, oavsett bakgrund, en likvärdig start på ett livslångt lärande.
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| 28. |
- 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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| 29. |
- 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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| 30. |
- Pramling, Niklas, 1973, et al.
(författare)
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The Letter Thief: From Playing to Teaching to Learning to Playing
- 2019
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Ingår i: Play-Responsive Teaching in Early Childhood Education. - Cham : Springer International Publishing. - 2468-8746.
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In this chapter, we show how a learning content can be introduced in a child-initiated play frame, without interrupting the play. The chapter therefore gives an example of how what is sometimes referred to as academic content can be promoted through such activity. The analysis clarifies how reading and graphical symbols become structuring resources in children’s play. A real-world problem (as is) is introduced and managed within the fictional realm of play (as if). © 2019, The Author(s).
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| 31. |
- 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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| 32. |
- Sagar, Helena, et al.
(författare)
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The Innovative Teacher - A Pilot Project
- 2019
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Ingår i: Paper presented at NERA-conference 6-8 March, 2019, Uppsala University.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this paper is to present a pilot study on innovative teachers. Through narratives written after interviews with four first teachers in Sweden, common aspects recurring in all narratives will be focused. Research questions: How do first teachers talk about their teacher training? How do first teachers talk about their students? How does teacher agency get visible in the first teacher’s professional role? To what extent does the first teacher describe him-/herself as innovative? What are requirements for providing support to the innovative teacher? Which words / terms do first teachers use to describe themselves as innovative? Theoretical framework The theoretical framework covers theories on the teacher professional development in general (Day & Sachs, 2004) and specifically agency and professional activism (Sachs, 2003) as well as professional development through teacher inquiry (Mockler & Sachs, 2011). Methodological design Four first teachers, ranging from preschool to upper secondary school, were interviewed using the same interview guide containing open-ended questions. Each researcher transcribed her interview and prepared a written narrative based on the interview questions. The narratives were orally presented to all researchers during a collaborative session, during which notes were taken by one of the researchers. The notes were discussed collaboratively and iteratively screened for common aspects to a point where themes could be identified. The themes were then illustrated by quotes from each researcher’s narrative to illustrate and validate the themes and common understanding of them. Additionally, separate quotes were added with the aim of finding similarities and differences between the different school levels. Expected conclusions/findings Preliminary findings are that there is an overlap between school levels regarding the way in which the teachers describe themselves as innovative teachers. Four themes were found; a) recognition of each student’s strengths and interests as the main resource in his/her learning b) creating trusting relations to both students and colleagues c) a holistic view on knowledge and education d) curiosity and inquiry as driving forces for school and professional development. Relevance to Nordic educational research This research has a strong relevance to the Nordic context due to the first teacher reform; a new career pathway for teachers, particularly in Sweden and Norway. Criteria for selection of first teachers are based on your interest and competence in school and professional development, i.e. being an innovative teacher, rather than a formal educational degree. Additionally, the innovative teacher may be central for pedagogic entrepreneurship, as specified by the Nordic Council of Ministers (2016), which in turn is essential for sustainable growth of our societies.
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| 33. |
- Stavholm, Emelie, et al.
(författare)
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Appropriating the concept of metacommunication: An empirical study of the professional learning of an early childhood education work-team
- 2021
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Ingår i: Teaching and Teacher Education : An International Journal of Research and Studies. - : Elsevier BV. - 0742-051X. ; 102
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Tidskriftsartikel (refereegranskat)abstract
- This study addresses early childhood teachers’ learning in a contemporary challenge: to teach a content while, at the same time, promote play. A work-team participated in focus group conversations based on articles on Play-Responsive Teaching and video-recorded stimulated recall. The teachers’ talk was analyzed from a sociocultural perspective. Focus was on how they appropriated the concept of metacommunication. Findings show how the participants moved from trying to grasp the concept, to using it when drawing argumentative conclusions about their work, and finally, to describing it as the core of their professional practice. Implications for teachers and teacher education are discussed.
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| 34. |
- Stavholm, Emelie, et al.
(författare)
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Enhancing sustainable development through analyzing video-sequences in practices developing research projects
- 2024
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Ingår i: OMEP European conference: Sustainability from the start.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Democracy is a central aspect of sustainable development and early childhood (EC) teachers are important actors in the democratic development of societies. However, in a recent development of a market-based principles logic for early childhood education and care (ECEC), it has been proven challenging for EC teachers to take part in the development of their own professionalism. As a result, there is a risk of EC teachers becoming technical operators, following “what works”. This in turn leads to teacher agency as being shaped by accountability demands with an emphasis in out-come driven practices. We are therefore interested in how EC teachers can develop and strengthen their agency in relation to their own knowledge development and especially how analyzing video-sequences of their practice can help in this process. Agency is in this presentation understood from a sociocultural perspective as peoples’ ability to intentionally change their circumstances through distancing themselves from their immediate surroundings. In this presentation we show examples from practices developing research projects from ECEC settings in which EC teachers use video for analyzing activities in their practice. Here, we have studied the conversations between the participating teachers. The teachers have provided their informed consent to participate in the projects. The main findings show that when teachers analyze video-sequences of their practice, this (i) leads to a mutual focus of attention, (ii) helps to connect theory with practice and (iii) allows for teachers to draw argumentative conclusions about their practice. The findings are discussed in relation to how analyzing video-sequences make it possible for teachers to be active in their own knowledge development. This is important in relation to the central role that EC teachers play in the development or sustaining of democratic societies.
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| 35. |
- Stavholm, Emelie, et al.
(författare)
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Exploring the mediating role of concepts for reasoning about integrating digital media in preschool: A potential for enabled agency for early childhood teachers
- 2023
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Ingår i: 31st EECERA ANNUAL CONFERENCE Children’s Curiosity, Agency and Participation: Challenges for Professional Action and Development Cascais near Lisbon, Portugal 30th August – 2nd September 2023.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This study explores the mediating role of concepts in relation to integrating digital media in preschool. Research illustrates how early childhood teachers have concerns regarding the use of digital media in preschool, especially in relation to play (e.g., Schriever et al., 2020). Through a sociocultural perspective (e.g., Vygotsky, 1978), we explored how concepts from a theoretical framework, Play-responsive early childhood education and care (PRECEC) (Pramling et al., 2019), was discussed in relation to integrating digital media in preschool. This qualitative study was conducted through four focus group conversations with an ECEC work-team, including video-recorded sequences of teachers participating in play with children. Sociocultural discourse analysis (Johnson & Mercer, 2019) was used to analyze the empirical data. Informed consent was received from both teachers and children’s caregivers. As the children did not themselves sign the document, attention was paid to if children expressed discomfort being video-recorded. The participants are represented by pseudonyms. The findings illustrate how the concepts mediate an understanding of play and teaching as responsive activities that require mutual (digital) references and how these references can be used for teaching. Findings also suggest that teacher agency is enabled through discussing theoretical concepts. These findings have implications for professional development in terms of making it possible for teachers to appropriate relevant concepts for taking on challenges in their practice.
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| 36. |
- Stavholm, Emelie, et al.
(författare)
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Re-mediation in Early Childhood Teachers’ Reasoning about their Role in Play: An Empirical Study of the Learning Process of a Work Team
- 2024
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Ingår i: Early Years. - : Informa UK Limited. - 0957-5146 .- 1472-4421. ; 44:2, s. 341-355
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Tidskriftsartikel (refereegranskat)abstract
- This study focuses on teacher professional learning in early childhood education and care (ECEC) in response to the contemporary challenge of understanding the role of teachers in play. It explores the learning process of teachers when investigating how an ECEC work team in Sweden collaboratively changes their way of reasoning regarding their role in play when introduced to a theoretical framework that takes on this topic. This study is part of a combined research and development project, including focus group conversations (FGC) with video-stimulated recall. From a sociocultural perspective, the findings show how the participants’ reasoning is mediated and re-mediated at two levels. The first level includes the re-mediation of the concept of steering (from a more negative connotation to a more positive one). The second level explores how this shift re-mediates the team’s reasoning regarding their role in children’s play, from uncertainties regarding the risk of over steering the play to reasoning about the teacher’s key role in play for teaching to take place. Another finding focuses on the nonlinear progression of learning, as reasoning evident in the first FGC remained in the last but to a lesser extent. Implications for professional development training are discussed.
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| 37. |
- Stavholm, Emelie, et al.
(författare)
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The mediating role of concepts for collective reasoning about integrating play, teaching and digital media in preschool: A potential for enabled agency for early childhood teachers
- 2023
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Ingår i: Journal of Early Childhood Research. - 1476-718X .- 1741-2927. ; 21:4, s. 484-497
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Tidskriftsartikel (refereegranskat)abstract
- An international contemporary challenge for early childhood teachers is to integrate digital media in preschool. Research indicates that teachers have concerns regarding the use of digital media in preschool, especially in relation to play. In this study, we explore how an early childhood education and care (ECEC) work team takes on this challenge when, in focus group conversations, discusses digital media in relation to a theoretical framework with principles and implications for understanding play and teaching in preschool. We adopt a sociocultural perspective when examining the mediating role of theoretical concepts for reasoning about the integration of digital media in ECEC. The findings illustrate how the concepts mediate an understanding of (i) play and teaching as responsive activities with a focus on the importance of sharing the same digital media references (ii) play and teaching activities as building on a mutual frame of reference, which is a challenge as children have different experiences of digital media than adults, (iii) play as including fluctuations between “as if” and “as is” and something that must include fantasy and an openness, with digital media contributing to or hindering such openness, and (iv) how teaching can take shape in mutual activities where mutual experiences of digital media can be used as a starting point for teaching. Implications for professional development efforts and teacher agency are discussed.
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| 38. |
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| 39. |
- Wallerstedt, Cecilia, 1976, et al.
(författare)
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Lärande i musik - barn och lärare i tongivande samspel
- 2014
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Med den här boken vill författarna visa att musikundervisning ytterst handlar om att göra barn till aktiva medskapare i olika musikkulturer, både som lyssnare och utövare. För att åstadkomma detta behöver lärare som undervisar i musik, liksom lärare i andra konstnärliga ämnen, utveckla ett professionellt och gemensamt språk för att tala (och tänka) om sin praktik. Lärande i musik visar hur man kan förstå lärande och undervisning i musik utifrån ett sociokulturellt perspektiv. Författarna tar upp centrala musikpedagogiska frågor såsom fritt skapande, improvisation och komposition och inte minst hur professionella medskapare i form av lärare kan stötta barns musikaliska lärande. Boken förenar empirisk forskning och teori och innehåller en mängd konkreta exempel från förskolan, grundskolan och fritidshemmet. Den tar upp flera principer för lärande och undervisning i estetiska ämnen, vilket gör att den även kan användas i kurser inom t ex. kultur, estetik och kommunikation.
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| 40. |
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| 41. |
- 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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| 42. |
- Wallerstedt, Cecilia, 1976, et al.
(författare)
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Teaching activities with toddlers: Considerations on theoretical and empirical grounds
- 2022
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Ingår i: Nordisk Barnehageforskning. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 1890-9167. ; 19:3, s. 129-151
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to generate knowledge about what participating in teaching activities requires of children and teachers, and to what extent very young children, such as toddlers, are able to do so. With teaching recently being written into the Swedish national curriculum for preschool (encompassing children 1–5 years old), there has, like in many other countries, emerged a heated debate on the pros and cons of this and what it may mean for preschool in general and for the youngest children (toddlers) in particular. Therefore, in this study we analyze a series of related activities, theoretically conceptualized as teaching, in order to see what characterizes these activities and what demands they put on participants (toddlers and their teachers). Our elaboration is carried out on theoretical basis (developmental research) as well as on empirical basis (original research conducted in preschool). The empirical data consist of video observations, and these are analyzed according to the principles of Interaction Analysis (IA). Theoretically, the study is informed by Play-Responsive Early Childhood Education and Care (PRECEC). The findings clarify what teaching with toddlers require of teachers and these young children, and what is characteristic of such teaching is differentiated.
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| 43. |
- Wallerstedt, Cecilia, 1976, et al.
(författare)
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Toddlers in teaching activities in preschool: Considerations on theoretical and empirical grounds
- 2022
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Ingår i: 30th EECERA ANNUAL CONFERENCE: ‘Cultures of play: Actors, Affordances and Arenas’ Glasgow, Scotland. 23rd – 26th August 2022.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this study is to generate knowledge about what participating in teaching activities requires of children and teachers, and to what extent toddlers are able to do so. A heated debate on teaching in preschool has emerged recently (Pyle & Danniels, 2017); what it may mean for preschool and toddlers in particular (Greve & Hansen, 2018). Theoretically, the study is informed by Play-Responsive Early Childhood Education and Care (PRECEC). We elaborate on teaching on theoretical (developmental research) as well as on empirical basis (original research conducted in preschool). The empirical data consist of video observations of playing activities in preschool, analyzed according to the principles of Interaction Analysis. Prevailing ethical guidelines of the Swedish Research Council is followed. The findings show that children should be developmentally prepared for participating in teaching activities, as early as from when they are 1 year old, but it is imperative to separate the concept of teaching from the concept of schooling. The communication between children and the teacher presumes that the children’s embodied ways of expressions are taken into account, that the teacher and child share a frame of reference, a consistency between activities exists, the teacher is meta-communicating throughout the activities, and that they have a playful frame. An implication is that it is arbitrary to draw any clear line of demarcation between teaching as contributing to children’s learning and caring for their emotional well-being. Emphasis should be to promote children’s identity formation as knower/contributor rather than focus on domain-specific knowing.
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| 44. |
- Wallerstedt, Cecilia, 1976, et al.
(författare)
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Triggering in play: Opening up dimensions of imagination in adult-child play
- 2021
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier BV. - 2210-6561 .- 2210-657X. ; 29
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Tidskriftsartikel (refereegranskat)abstract
- In his pioneering research on play (in animals), Gregory Bateson theorized play in terms of (meta)communication. Bateson's line of thinking later became fundamental to play research among children. In the present study, we extend this line of investigation. Building on methodological and theoretical advancements, we empirically study play in-depth as communication and metacommunication through an exemplar of child-adult play. The aim with this investigation is to further the empirically grounded theorization of play as (meta)communication and discuss what the implications are for early childhood education and care (ECEC). More specifically, we address questions concerning play as communication and metacommunication as well as adult participation in and contributions to play, which are matters of foremost importance to ECEC. The theoretical concept of triggering, argued to be more functional than scaffolding for conceptualizing the participation and contributions of more experienced participants in play, is presented and differentiated with the help of empirical observations.
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