| 1. |
- Björklund, Camilla, 1977, et al.
(författare)
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Berättelser som redskap för att föra och följa resonemang
- 2016
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Ingår i: Nordisk Barnehageforskning. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 1890-9167. ; 12:5, s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- Abstract: The aim of this study is to identify different ways of reasoning when preschool children create stories based on a given theme and with both a traditional and an unfamiliar framework for stories. 17 children participated in the study and the analysis shows three different ways to create stories: 1) stories with a fairy tale structure; 2) expressionist and fragmented accounts; 3) stories focusing on weather and seasonal changes. The cultural tools that children are offered (structure of a story) are used by some children to create traditional stories, but not as a tool for creating new forms of stories. The results show that children’s knowledge of the content within the stories and their conceptual understanding seem to play an important role for the ways in which the structure of stories are used as tools for reasoning.Sammadrag: Syftet med denna studie är att klargöra olika sätt att resonera när förskolebarn själva konstruerar berättelser utifrån ett givet tema och inför en traditionell och en mer kontroversiell form för berättelser. 17 barn deltog i studien och analysen visar på tre olika sätt att konstruera berättelser: 1) Berättelser med sagostruktur; 2) Expressionistiska och fragmentariska redogörelser; 3) Berättelser med fokus på väder- och årstidsväxlingar. Det kulturella redskap som barnen erbjuds (berättelsestrukturen) används av en del av barnen för att skapa traditionella berättelser, men inte som stöd för nyskapade former av berättelser. Resultaten visar att barn kunnande om innehållet i berättelserna och begreppsförståelse tycks spela en betydelsefull roll för hur barns berättelser används som redskap för resonemang.
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| 2. |
- Eldstål-Ahrens, Lea, 1990, et al.
(författare)
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Micro-genetic development of argumentation: Analysis of a primary school child's participation in a small-group discussion
- 2022
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Ingår i: European Conference on Argumentation (ECA) 2022.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Argumentation is considered to be a cultural and communicative practice used in discourse to offer standpoints and reasons for claims to increase their validity. With this non-persuasive definition of argumentation as a starting point, this study’s research interest comprises primary school children’s learning of the practice of argumentation in small-group discussions. This consideration of argumentation as a practice, instead of a (cognitive) ability or arguments as products, is motivated by a sociocultural perspective on learning. The perspective moves beyond the individual and conceptualizes learning as appropriation, the gradual taking-over of concepts, practices, or what is to be learned, through participation in activities. Therefore, an analysis of the micro-genetic development within activities offers insights into how learning happens. Here, the appropriation of argumentation in the activity of a group discussion is in focus. In particular, the analysis is geared toward one child (Antje) in the group discussion. The group was given two tasks, in which democratic concepts and practices are embedded in dilemmatic situations close to the children’s school experiences. The children (n=4, 9-10 years old, federal state Lower Saxony in Germany) are asked to argue their stance on the issues and come to a joint solution. This methodologic setup was chosen to encourage argumentation for it to become visible and thereby analyzable. The tasks were introduced by their teacher, who framed and reframed them during the discussion, which were video recorded. Transcript excerpts of Antje’s relative involvement are analyzed qualitatively and sequentially. While both verbal and non-verbal communication is in focus, special attention is given to language. The results show how Antje uses increasingly more tentative argumentation, in the form of conditional language (“I would…”) and qualifiers (“I think…” / “I believe…”), throughout the discussion. By doing this, she conveys the possibility of having different perspectives on the matter. Further, the fact that the children agree in the first task and disagree in the second task has consequences for the argumentation: Antje uses imaginative techniques to validate her own ideas, initiates compromise and elaborates on why others’ remarks are considered invalid. The teacher takes a navigating role in the discussion: asking for reasons to standpoints and modeling giving reasons when the children struggle to produce such. These findings show Antje’s and the other children’s awareness of validity as a relevant component in argumentation. Furthermore, the results show the potential role of disagreement in argumentation. The study contributes to the field of argumentation in education by offering authentic data showcasing children’s practice of and participation in group discussions.
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| 3. |
- Eldstål-Ahrens, Lea, 1990, et al.
(författare)
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Microgenetic development of a primary school child’s argumentative participation in a small-group discussion
- 2023
-
Ingår i: Classroom Discourse. - 1946-3014 .- 1946-3022. ; , s. 1-23
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Tidskriftsartikel (refereegranskat)abstract
- In this study, we analyse a 9-year-old child’s argumentative participation in a group discussion, from a microgenetic development angle. Specifically, we follow one child through the discussion and analyse the development process, defined as changed participation and as interactionally contingent upon the other participants and the teacher. The data consist of one video recording of the group discussion including two dilemmatic tasks for which the children are asked to come to a joint solution. A sequential analysis was performed from a sociocultural perspective on learning and communication. The findings show that the focus child’s argumentative participation develops both quantitatively and qualitatively, and that this development reflects a switch between general agreement amongst the children in the first task and general disagreement in the second task. This disagreement angle is discussed both from an argumentation and an education perspective. Two of the focus child’s argumentative resources (an imaginary space she creates and the use of the concept “data protection”) are discussed in detail.
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| 4. |
- Eldstål-Ahrens, Lea, 1990, et al.
(författare)
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Premising and arguing: The variety in 9/10-year-old children taking on an equity/equality issue in the context of group discussions
- 2022
-
Ingår i: DGfE (Deutsche Gesellschaft für Erziehungswissenschaft) Kongress 2022.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Within a sociocultural and dialogic perspective on learning, argumentation is one of the key cultural practices to be appropriated in order to effectively participate in democratic societies as active citizens. As such, the practice of arguing can be placed within the triad learning about, through and for democracy. Coming from a sociocultural perspective, capturing the process of appropriation – the gradual taking over or making one’s own of a concept or practice – is of interest. Task premises, i.e., verbal and visual clues, which structure a task and based on which children are supposed to work and/or argue, frame this process. This study aims to analyze and characterize 9/10-year old primary school children’s practice of arguing in collaborative group discussions about the democratic concepts equality and equity. More specifically, the interest lies in answering the research question: How do 9/10-year-old primary school children, in interaction with each other and the teacher, handle the task premises of group discussions about the democratic concepts equality and equity? For this purpose, 13 group discussions of 4-5 children each (total participant n=54) were led and video recorded by the two participating teachers in the school setting. The transcripts, including verbal utterances as well as interruptions, facial expressions, gestures, and laughter were sequentially analyzed based on principles of interaction analysis and sociocultural discourse analysis. The results demonstrate the children handling the premises of the given task in three different ways: (1) arguing within the premises, (2) arguing outside the premises or (3) questioning the premises. Each way of handling the premises is more specifically divided into sub-categories, which demonstrate, in more detail, the children’s take on the task. The presentation of excerpts allows for a tracking of the author’s interpretation as well as alternative interpretations. The findings reveal a more dynamic way of understanding tasks than has generally been found in educational research, especially concerning the application of real-life experiences and circumstances in questioning the task at hand. This amplifies the question of how much room children are given in discussions to develop it into new directions and even question the task’s rationale. Tasks, even when clarified and re-stated in teacher-student interaction, remain open to interpretation and have to be negotiated in a process of sense making both between the students as part of the group and between the group and the teacher.
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| 5. |
- Eldstål-Ahrens, Lea, 1990, et al.
(författare)
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Premising and arguing: The variety in 9- to 10-year-old children taking on an equity/equality task in the context of group discussions
- 2022
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier BV. - 2210-6561. ; 35
-
Tidskriftsartikel (refereegranskat)abstract
- This study investigates primary school children's practices of premising (the handling of task premises) and arguing when confronted with a dilemmatic school task as part of a group discussion. As such, the study contributes to the field of education and argumentation with new insights into how children negotiate validity and relevance in relation to the task when asked to argue their stance on an equity/equality matter. The data consist of transcripts of 247 min of video recordings capturing 13 group discussions (54 children, split into groups of four to five, and two teachers) in the German primary school subject Sachunterricht. The findings clarify how the children dynamically move in and out of the task premises, and at times question them, both implicitly and explicitly. The task's openness and ambiguity are discussed in relation to the children's arguing and premising. The teacher's role as mediator in group discussions is contrasted with other forms of classroom discourse. Furthermore, the relevance for researchers to consider the social and cultural circumstances of research in schools – for example, when interpreting children's utterances – is emphasized.
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| 6. |
- Eldstål-Ahrens, Lea, 1990, et al.
(författare)
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Taking on a task: Children handling the premises of group discussions about democratic concepts
- 2021
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Ingår i: EARLI 2021 Online.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Within a sociocultural and dialogic perspective on learning, argumentation is one of the key cultural practices to be appropriated in order to effectively participate in democratic societies as active citizens. This study aims to analyze and characterize German primary school children’s argumentation in collaborative group discussions about democratic concepts and practices. 13 group discussions of 4-5 children each (total participant n=54) were video recorded by the participating teachers in the school setting, transcribed and analyzed using interaction analysis and sociocultural discourse analysis. The results demonstrate the children handling the premises of the given tasks in three different ways: (1) arguing within the stated premises, (2) arguing outside the stated premises by changing them (e.g., adding premises) or (3) questioning the premises openly. The findings reveal a more dynamic way of understanding tasks than has generally been found in educational research. Tasks, even when clarified and re-stated in teacher-student interaction, remain open to interpretation and have to be negotiated in a process of sense making both between the students as part of the group and between the group and the teacher.
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| 7. |
- Leijon, Matti E., 1970-, et al.
(författare)
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Generation Pep – study protocol for an intersectoral community-wide physical activity and healthy eating habits initiative for children and young people in Sweden
- 2024
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Ingår i: Frontiers In Public Health. - Lausanne : Frontiers Media S.A.. - 2296-2565. ; 12
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Forskningsöversikt (refereegranskat)abstract
- Background: There is overwhelming evidence for the preventive effects of regular physical activity and healthy eating habits on the risk for developing a non-communicable disease (NCD). Increasing attention has been paid to community-wide approaches in the battle against NCDs. Communities can create supportive policies, modify physical environments, and foster local stakeholder engagement through intersectoral collaboration to encourage communities to support healthy lifestyles. The Pep initiative is based on intersectoral community-wide collaboration among Sweden’s municipalities. Primary targets are municipality professionals who work with children and young people as well as parents of children <18 years. The goal is to spread knowledge and create commitment to children’s and young people’s health with a special focus on physical activity and healthy eating habits to facilitate and support a healthy lifestyle. The overarching aim of the research project described in this study protocol is to investigate factors that influence the implementation of the Pep initiative in Sweden, to inform tailored implementation strategies addressing the needs and local prerequisites of the different municipalities.Methods: The project includes a qualitative and a quantitative study and is framed by a theoretical model involving four complementary forms of knowledge, explicitly recognized in the Pep initiative: knowledge about the issue; knowledge about interventions; knowledge about the context; and knowledge about implementation. Study 1 is a focus group study exploring barriers and facilitators for implementing the Pep initiative. The study will be carried out in six municipalities, selected purposively to provide wide variation in municipality characteristics, including population size and geographical location. Data will be analyzed using thematic analysis. Study 2 is a cross-sectional web-based survey investigating the implementability of the Pep initiative in Sweden’s 290 municipalities. Conditions for implementing different areas of the Pep initiative will be examined in terms of the acceptability, appropriateness, and feasibility, three predictors of implementation success. Data will be analyzed using non-parametric statistics.Discussion: The findings of the two studies will increase understanding of the prerequisites for implementing the Pep initiative in Swedish municipalities, which will provide valuable input into how implementation of the Pep initiative can best be facilitated in the different municipality settings.
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| 8. |
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| 9. |
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| 10. |
- Nilsen, Malin, 1974
(författare)
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Barns aktiviteter med datorplattor i förskolan
- 2014
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis contributes, on the basis of original empirical research, to an on going discussion about the use of tablet computers in Swedish preschools. The aim of the study is to examine what kind of activities evolve, how the children and teachers participate in these activities, and what kind of learning is made possible with the use of tablet computers. Because of the fact that this is a fairly new digital tool that recently has begun to be used widely in the Swedish educational system, there is a pressing need to provide knowledge of what the digital tool is used for in a Swedish preschool context. Generally, discussions regarding new technologies concern their alleged effect on children’s learning (Selwyn, 2009, 2012). The point of departure for this study is to investigate empirically how the technology is used, and critically discuss what conditions for learning are created. The theoretical framework is based on sociocultural theory. Founded on the work of Russian developmental psychologist Lev Vygotsky, and later theorists, such as Alexander Luria, James Wertsch and Roger Säljö, tablet computers are understood as a cultural tool used for making meaning in a specific cultural context. The concept of mediation is used to create an understanding of what kind of activities evolve when children use tablets in institutional environments. Video observations have been made of 33 children (aged 1 to 5 years) from two separate classrooms, in one preschool. The study is conducted in accordance with the ethical guidelines of the Swedish Research Council, which includes all participation being voluntary and all participants having signed an informed consent to be part of the study. Interaction analysis (Jordan & Henderson, 1995) was used to analyse the empirical material. The main conclusions drawn from the analysis are that many different types of activities evolved when the children used the tablets. Some of these were child initiated and allowed for possibilities for agency and exploration for the children. Others were planned by the teachers in advance with a clear learning objective and more strictly organized. An important finding with an interest in learning was that the children and teachers often were uncoordinated in perspective in both types of activities. While the teachers regarded the tablets and apps as didactical tools for learning, the children mainly engaged with technology as a tool for gaming. However, the teachers play an important role in scaffolding the children and in using different strategies to facilitate the children’s appropriation of both technology and important cultural concepts and distinctions. It is also evident that the, so-called, educational apps to a large extent fail to live up to their name. The study has significance for an informed discussion about the use of tablets in early childhood settings – including the role of the teacher in technology-mediated activities.
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| 11. |
- Nilsen, Malin, 1974
(författare)
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Barns aktiviteter med datorplattor i förskolan
- 2014
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Ingår i: Konferens: Forskning, utbildning och lärande i mångfaldens förskola. Malmö Högskola. 2 oktober 2014.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 12. |
- Nilsen, Malin, 1974
(författare)
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Barns digitala aktiviteter: Samspel mellan barn, lärare och digitala teknologier i förskolan
- 2020
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Alla barn i förskolan ska ges förutsättningar att utveckla en adekvat digital kompetens och få möjlighet att grundlägga ett kritiskt och ansvarsfullt förhållningssätt till digital teknik. Läroplanens nya skrivningar innebär att det blir nödvändigt för förskollärare att kunna stötta barnen i denna process genom att utveckla sin egen digitala kompetens. Men vad betyder egentligen adekvat digital kompetens och vad kan det innebära för förskolans del? Digitala teknologier har på kort tid förändrat hur vi kommunicerar, interagerar och konsumerar medieinnehåll. Den här boken ger forskningsförankrad kunskap om barns användning av digital teknologi och vad man som förskollärare behöver känna till för att genomföra undervisning som bidrar till barns utveckling, lek och lärande. Med konkreta exempel från förskolans vardag ligger fokus på att främja ett dynamiskt och stöttande samspel mellan barn, lärare och teknologi, vilket är en avgörande aspekt såväl för lärande som för digital kompetens. Ett avslutande kapitel handlar om digital lek och hur barns lek har förändrats i den digitala tidsåldern. Barns digitala aktiviteter riktar sig i första hand till förskollärarstudenter, förskollärare och rektorer i förskolan, men även till andra personer som är intresserade av forskningsbaserad kunskap om barn och digitala teknologier.
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| 13. |
- Nilsen, Malin, 1974
(författare)
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Barns och lärares aktiviteter med datorplattor och appar i förskolan
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This doctoral thesis aims to examine how preschool children and teachers interact with tablets and apps, and contribute to a critical discussion about the role of digital technologies in preschool. The thesis consists of four empirical studies based on video observations of 42 children and six teachers, fieldnotes and interviews. Interaction Analysis is used in the analysis of the video observations, which allows for examination of both verbal and non-verbal communication between participants and technologies. A sociocultural approach is employed as an overarching theoretical framework for the analysis. The findings show that tablets and apps are used in different ways, and for different purposes, depending on the distribution of children’s agency in the activities. In the preschool activities studied, children and teachers show different motivations for using the technologies, thereby taking diverging perspectives on the activities, which leads to difficulties in establishing intersubjectivity. The role of the teacher is discussed as being pivotal for scaffolding and guided interaction in these activities. The findings also show that teachers use apps as substitutes for non-digital artefacts and as incentive for children to participate in educational activities. The findings contribute to a critical discussion about what happens when tablets and apps are used in activities in preschool, based on empirical research, rather than on what could or should happen. Therefore, the thesis adds new knowledge of relevance to a wide range of readers, including scholars, policy makers and teachers.
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| 14. |
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| 15. |
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| 16. |
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| 17. |
- Nilsen, Malin, 1974, et al.
(författare)
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Digital högläsning för flerspråkande i förskolan
- 2023
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Ingår i: Utbildning & lärande. - : Högskolan Dalarna. - 1653-0594 .- 2001-4554. ; 17:4
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Tidskriftsartikel (refereegranskat)abstract
- This study examined the potential for children’s multilingual development supported by a digital e-book application (Polyglutt) used in Swedish preschools. The analysis focused on the app’s software design and the reflections of 17 preschool teachers in a large Swedish city, many of whom work with multilingual groups of children. A social semiotic perspective of multimodality was utilized to evaluate the app’s potential and a qualitative content analysis was employed to analyse the interviews. Findings indicated that the app was popular among the teachers and was considered an efficient tool for read-aloud activities, although the potential for multilingual purposes was rarely realized. The analysis shows that the app has potential for multilingual interaction, yet the design does not always make this clearly visible. Didactic implications of the use of the application are critically discussed.
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| 18. |
- Nilsen, Malin, 1974
(författare)
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Digital litteraturläsning i förskolan
- 2024
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Ingår i: Rum för läsning: Att arbeta med litteratur i förskolan. - Lund : Studentlitteratur. - 9789144180489 ; , s. 61-82
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 19. |
- Nilsen, Malin, 1974
(författare)
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Digitala läsaktiviteter i förskolan : Rapport om användningen av en digital boktjänst i Göteborg stads förskolor
- 2021
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- I forskningsrapporten framkommer att pedagogerna har upplevt att användningen av bokappen har bidragit till ett ökat intresse för böcker bland barnen och att regelbunden användning kan främja barnens utveckling av det svenska språket. Men pedagogerna anser också att de inte till fullo utnyttjar verktygets potential att stödja barns flerspråkiga utveckling. Rapporten innehåller därför tio rekommendationer som kan förenkla och främja barns språkande och flerspråkande i digitala läsaktiviteter.
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| 20. |
- Nilsen, Malin, 1974, et al.
(författare)
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Digitalisering i förskolan
- 2023
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Ingår i: Education & Learning. - 2001-4554. ; 17:4, s. 5-9
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Tidskriftsartikel (refereegranskat)
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| 21. |
- Nilsen, Malin, 1974, et al.
(författare)
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Evolving and re-mediated activities when preschool children play analogue and digital Memory games
- 2021
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Ingår i: Early years. - : Informa UK Limited. - 0957-5146 .- 1472-4421. ; 41:2-3, s. 232-247
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Tidskriftsartikel (refereegranskat)abstract
- The use of apps in preschool has increased considerably during the last few years. Studies have shown that digital technologies are sometimes used to replace analogue artefacts in educational settings. This calls for studies on how the use of apps transforms preschool activities. This study empirically investigates how preschool children play Memory games in both digital and analogue form and how the artefacts mediate and re-mediate the children’s engagement. The findings show that two types of Memory games evolved into distinctively different kinds of activities. Our results indicate that it is a complex matter to predict learning outcomes from specific games and calls for a more nuanced discussion on how digital artefacts can mediate and re-mediate activities.
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| 22. |
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| 23. |
- Nilsen, Malin, 1974, et al.
(författare)
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Guns and dolls: preschool children’s (im)material Christmas list activities
- 2022
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Ingår i: Nordic childhoods in the digital age: Insights into contemporary research on communication, learning and education. - New York : Routledge. - 9780367702526 ; , s. 105-116
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Bokkapitel (refereegranskat)abstract
- This chapter focuses on children’s digital literacy events in a Swedish preschool setting. The empirical material consists of video observations of children making digital Christmas wish list collages. As a theoretical point of departure, the (im)materiality of literacy framework is used in which the concepts of space, mediation, stuff, and embodiment are used as analytical concepts (Burnett et al., 2014). The results show that the children move between digital and non-digital spaces and that there is a confluence between the material and the immaterial. This shows that it is not possible to separate between different forms of literacy in early childhood education.
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| 24. |
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| 25. |
- Nilsen, Malin, 1974
(författare)
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Nettbrett i barnehagen
- 2016
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Ingår i: IKT i barnehagen, tidsfordriv eller pedagogisk verktøy? IKT-konferanse for barnehageansatte. 19 februari 2016, Tromsø, Norge..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 26. |
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| 27. |
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| 28. |
- Nilsen, Malin, 1974, et al.
(författare)
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Preschool children’s and teacher’s multimodal interactions with a multilingual picture book app
- 2023
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Ingår i: ICOM 11: Designing futures,The 11TH international conference on multimodality. London, England.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The use of multilingual picture book applications has in a short time become widely used in early childhood education in Sweden. The most commonly used app (Polyglutt) contains 2000 books which have been recorded in 60 languages. However, there is currently a lack of empirical studies of how the apps are used in reading activities. The aim of this study is to investigate how preschool children and teachers interact with the multilingual picture book app in reading activities, with a special focus on multimodal and multilingual communication. The overarching theoretical framework of this study is multimodal, social semiotic theory (Jewitt et al., 2016). We analyse the use of the picture book app with support of the Learning Design Sequence (LDS) model within the theoretical perspective Designs for learning (Björklund Boistrup & Selander 2022). Video observations of digital reading activities of 25 children (1-5 years) and six teachers were analysed with the LDS model, combined with a detailed multimodal analysis of the app. The results illustrate how some of the affordances that emerged in the use of the digital story application were focused on the possibility to project books onto different surfaces, such as screens or walls, which made it possible for all of the children to see the pictures at the same time. However, the youngest children tended to direct their focus onto the tablet screen, rather than the projected images. While the application affords an opportunity to listen to books in many languages, this potential was not actualized in most of the preschool groups. The study has significance for an informed discussion on the use of digital book apps in early childhood education including the role of the teacher. The study was approved by The Swedish Ethical Review Authority.
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| 29. |
- Nilsen, Malin, 1974
(författare)
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Surfplattor i förskolan
- 2013
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Ingår i: Konferens: "Vad säger forskningen?", 10 april 2013, Malmö Högskola.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 30. |
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| 31. |
- Nilsen, Malin, 1974
(författare)
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Tablet mediated art activities in preschool
- 2015
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Ingår i: 25th EECERA Annual Conference: ‘Innovation, experimentation and adventure in early childhood', September 2015, Barcelona, Spain.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 32. |
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| 33. |
- Nilsen, Malin, 1974, et al.
(författare)
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The tablet computer as a mediational means in a preschool art activity
- 2015
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Ingår i: Understanding Digital Technologies and Young Children: An international perspective. - London : Routledge. - 9781138804418 ; , s. 139-154
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Bokkapitel (refereegranskat)abstract
- In this chapter we will study what happens when a new technology in the form of a tablet computer enters into a well-established early childhood education practice: an art activity. Whether, and if so how, the use of this technology transforms this practice, what challenges it poses to the participants (child and teacher) and how they take on these, are analysed. Sociocultural theory is used to analyse the evolving activities and the participants’ projects. In the studied activity, one child (four-year-old Vera) is to use a biology app to locate a bug that will serve as a template for her art-making activity where she tries to construct a butterfly. The results show that the hardware and software of the technology delimit her project and that she and the teacher have difficulties establishing intersubjectivity due to them being engaged in partly different projects. The technology is used in accordance with an established tradition rather than engendering a new kind of art activity.
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| 34. |
- Wallerstedt, Cecilia, 1976, et al.
(författare)
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Enabling Knowledge Development Relevant for 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. 3-17
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Bokkapitel (refereegranskat)abstract
- In this first chapter of the volume (Wallerstedt, Brooks, Ødegaard & Pramling, this volume), we will introduce the themes and chapters included. Eight examples of research projects will be given, and even if many denotations are used in the different chapters to describe the methods used, they are all aimed at improving preschool practice and take on social problems in a broader sense. We will discuss how development projects or studies, research projects and innovation, inquiry-based research and professional development programmes, and action research approach relate to praxis-related methodology and its key references. A central aspect is that the focus is on problems that are experienced in preschool, even if the process of formulating these problems differs. Sometimes it is the preschool that initiates contact with academia, while other times it is the researchers who consider it important to collaborate with preschools. Regardless, they are all collaboration projects in which participants from preschools and participants from academia (i.e. researchers) work together, but often in a more explorative way, compared to other studies within the development and praxis-related research tradition.
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| 35. |
- Wallerstedt, Cecilia, 1976, et al.
(författare)
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Enabling knowledge development relevant för ECEC
- 2023
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Ingår i: Methodology for Research with Early Childhood Education and Care Professionals. - Cham : Springer. - 9783031145834 ; , s. 3-17
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Bokkapitel (refereegranskat)
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| 36. |
- 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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