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| 3. |
- Asplund Carlsson, Maj, 1948, et al.
(författare)
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Från görande till lärande och förståelse. En studie av lärares lärande inom estetik
- 2008
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Ingår i: Nordisk Barnehageforskning. - 1890-9167. ; 1:1, s. 41-51
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to analyze teachers’ changing ways of talking about children’s aesthetic learning in the early years as a result of a research and development project. With a point of departure in developmental and variation theory, a praxis oriented project was designed with the aim of finding out whether collaborative talk and meta-cognitive dialogues could contribute to children’s learning of music, dance and poetry. The participating teachers were offered in-service training in order to develop a new way of teaching and new ways of thinking about the curriculum and children’s learning. Interviews with the teachers were carried out at the beginning and the end of the project. The teachers’ learning was expressed in changed ways of talking about aesthetics and learning. From an emphasis on personality development and the teacher’s lack of expertise with the aesthetic subjects as an obstacle, the teachers expressed a view of having become more aware of the concept of learning objects in the aesthetics, of their own role as teachers in directing children’s attention and to listen to children. The teachers thus gained a new way of talking about themselves as teachers and about children’s learning within music, dance and poetry.
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| 4. |
- Davis, J, et al.
(författare)
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Specific recommendations for Early Childhood Education
- 2008
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Ingår i: The Gothenburg Recommendations on Education for Sustainable Development, Adopted November 12. - Göteborg : Chalmers University of Technology and University of Gothenburg.
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
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Didaktiska studier från förskola och skola
- 2008
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Idag ökar kraven på att förskolan ska vara en pedagogisk verksamhet. Förskollärare förväntas arbeta med att utveckla olika sorters förmågor och kunskaper hos små barn. Förskolan har också en läroplan med strävansmål som ska vägleda verksamheten. Hur kan lärare i förskolan, förskoleklassen och skolans först år arbeta målmedvetet pedagogiskt för att utveckla barns förståelse för olika aspekter av omvärlden? Hur utmanar och hjälper lärare barn att lära och hur svarar barnen på dessa utmaningar? I den här boken beskrivs en teori (variationsteori) om barns lärande, och en modell för hur man kan arbeta med att utveckla barns olika förmågor. Ett antal fallstudier beskriver hur lärare försöker utveckla barns kunnande inom en rad olika områden eller ”kunskapsämnen”: matematik, skrift, musik, fonetik, naturvetenskap och sociala förmågor. De möjligheter och svårigheter som lärare stöter på då de försöker arbeta systematisk och målinriktat med att utveckla små barns kunnande diskuteras.
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| 9. |
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| 11. |
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Educational Encounters: Nordic Studies in Early Childhood Didactics
- 2011
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Qualitative analyses of young children's learning in natural settings are rare, so this new book will make educators sit up an pay attention. It lays out a Nordic, or continental European teaching and learning paradigm whose didactic framework is distinct from the Anglo-American system. The analysis, which features contributions and case studies from researchers in a range of subjects, is built on principles such as the learner's perspective, establishing sufficient intersubjectivity, 'pointing out', and informing experience linguistically.
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| 12. |
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| 13. |
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| 14. |
- Engdahl, Ingrid, 1952-, et al.
(författare)
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Early Childhood Education for Sustainability: Recommendations for development
- 2009
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Ingår i: International Journal of Early Childhood. - 0020-7187 .- 1878-4658. ; 42:2, s. 113-118
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Tidskriftsartikel (refereegranskat)abstract
- The following recommendations for Education for Sustainable Development (ESD) in Early Childhood Education were the product of an extended international collaboration that was supported by a number of bodies including the Centre for Environment and Sustainability in Gothenburg, the Swedish Ministry of Education and Research, the Swedish National Commission for UNESCO, and the Swedish International Centre for Education for Sustainable Development. The recommendations were formally adopted in November 2008.
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| 15. |
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| 18. |
- Engdahl, Ingrid, et al.
(författare)
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Swedish Teachers in the Process of Implementing Education for Sustainability in Early Childhood Education
- 2021
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Ingår i: New Ideas in Child and Educational Psychology. ; 1:1, s. 3-23
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Tidskriftsartikel (refereegranskat)abstract
- Background. We are living in challenging times, with an urgent need for transformation that requires new and sustainable ways of living. Young children are exposed to these global challenges. This study responds to the need for further understanding of how education for sustainability (EfS) is being handled in early childhood education (ECE). Objective. This study investigated ECE teachers in the process of implementing early childhood education for sustainability (ECEfS). This was initiated by the 2019 revised Swedish National Curriculum for the preschool, where education for sustainable development is included as an overall value and objective. We based our work on a critical and transformative theoretical perspective that highlights the need for critical transformative pedagogies, with a focus on Education for Sustainability. The participating teachers were enrolled in a research and development program initiated by the Swedish institute Ifous. Design. The data presented in this article was obtained in May 2021. An initial questionnaire was emailed to all Ifous participants. One hundred fifty-three teachers (76.5%) responded. The intention of the questionnaire was twofold: first, to investigate what the teachers considered to be education for sustainability in ECE; and second, to scrutinize the teachers’ knowledge base, for the further planning of the research and development program. Content analysis was used to analyze the data. Results. The findings of the study showed a tendency to describe education for sustainability as “business-as-usual” rather than treating EfS as a new field, and to contend that the teachers addressed EfS before it became a compulsory task in 2019. There were few connections made to the UN Sustainable Development Goals (2015) and to the ongoing pandemic. A common trend when describing the content and activities was to divide the content into three areas, following the three dimensions of sustainability. The teachers described the physical changes and pedagogical changes made after the revision of the national curriculum. Most of the changes in the school environment seemed to be a result of priorities set at higher levels in the organizations, e.g., deleting toxic plastic and recycling food waste. Only a few of the teachers described an educational program that included transformative change. Conclusion. The teachers in the study were interested in EfS, and some articulated a longing for more knowledge about ECEfS and for transformative change. The teachers also showed the need for courage and professionalism to lead the way in finding the relevant content and activities for EfS. The teachers were struggling to find new ways to meet the demands from the governing documents especially during a planetary crisis.
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| 19. |
- Engdahl, Ingrid, et al.
(författare)
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Systematic Child Talks in Early Childhood Education-A Method for Sustainability
- 2023
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Ingår i: Children. - : MDPI AG. - 2227-9067. ; 10:4
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Tidskriftsartikel (refereegranskat)abstract
- One of a preschool teacher's most important competencies is to be able to talk with children and to invite them to share their ideas, knowledge, and experiences. This skill is of utmost importance within Early Childhood Education for sustainability. The aim of this article is to show various ways in which preschool teachers carry out systematic talks with children. Data come from a large Swedish development and research project, Sustainable Preschool, involving around 200 teachers in Early Childhood Education. During the spring of 2022, the preschools carried out theme-oriented projects linked to sustainable development. The participating preschool teachers were then asked to carry out systematic child talks with children about learning for sustainability and their understanding of the sustainability-related content. Using content analysis, three different approaches were identified as to how teachers communicate with children systematically about various content related to sustainability: (1) joint creation of meaning, (2) question and answer, focusing on remembering facts, and (3) following the children. There is a large variation in the teachers' communicative competences. A key factor seems to be to create a shared inter-subjective atmosphere, while at the same time being open for alterity, that is, introducing new or slightly changed perspectives for the dialogue to deepen and continue.
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| 20. |
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| 21. |
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| 22. |
- Johansson, Jan-Erik, et al.
(författare)
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Förskolans utveckling och barns tidiga lärande
- 2018
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Ingår i: W. Klintberg & G. Nyberg (red.), Lärande och bildning. Hundra år i Göteborg. - Stockholm : Carlsson. - 978 91 7331 904 1
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 23. |
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| 25. |
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| 26. |
- Magnusson, Maria, 1960-
(författare)
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Skylta med kunskap : en studie av hur barn urskiljer grafiska symboler i hem och förskola.
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The topic of this study is to generate knowledge about children’s understandingof graphical symbols. These forms of knowledge are prevalent in contemporarysocieties, for example, in the form of letters, numbers, road signs, maps, andcomputer icons. More specifically, in this thesis is scrutinized in detail howchildren develop symbolic skills and how this can be supported througheducational activities. The theoretical basis of the study is variation theory(Marton & Tsui, 2004). This theory conceptualizes learning in terms ofdifferentiation and integration. Two empirical studies are reported. The first isabout two children, Olle and Lasse, who both are in the age span four to fiveyears. How these children handle graphical symbols in the form of producingsigns that they put up in their homes are followed over time. Hence, thechildren’s own make and use of symbols in their everyday life are studied. In thesecond empirical study, the findings from the first study and theoretical insightfrom variation theory are orchestrated in a preschool center with two teachersand twelve children, to see if these principles can be functional in supportingchildren’s development of symbolic understanding. Both studies are based onvideo data. The findings are that a particular pattern of variation entitled,‘contrast’ is functional in developing such insight, while another pattern ofvariation entitled, ‘induction’ is not. In addition, meta-communication is arguedto be important not only for the researcher to gain access to the child’sunderstanding but also to the child’s development as such. The theoreticaldistinction made by Vygotsky between ‘pseudo concepts’ and ‘concepts (proper)’is used to discuss the findings.
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| 27. |
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| 30. |
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| 31. |
- Pramling, Niklas, 1973, et al.
(författare)
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Glittrig diamant dansar. Små barn och språkdidaktik
- 2010
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Detta är en bok om små barns kreativa språklek och lärande i form av poesi. Upprepning, metaforer, rytm, onomatopoetiska ord - mycket av det som utmärker poesi finns naturligt i barns språklek. I själva verket kan man se poesi som ett "svar" på utmaningen att vilja uttrycka något som ens språk inte riktigt räcker till för. Genom diktskapandet får barnen använda bekanta ord på nya sätt och skapa nya ord på basis av andra, bekanta ord.
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| 32. |
- Pramling, Niklas, 1973, et al.
(författare)
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Identifying and solving problems: A case study of learning basic mathematics through storytelling in the preschool class
- 2008
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Ingår i: International Journal of Early Childhood. ; 40:1, s. 65-75
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Tidskriftsartikel (refereegranskat)abstract
- In a general sense, the research interest of this article concerns the preschool class, which is an intermediate form of schooling for six-year-olds in Sweden, between preschool and school and their two traditions of ‘play’ and ‘learning,’ respectively. In a more specific sense, the issue of learning one aspect of basic mathematics in this practice is focused on, as a case study. A video-observation of a teacher and children verbally interacting is analysed. The case studied is the use of a story as presenting a mathematical task, where the children are being asked to draw their solutions in the form of an illustration. The empirical question is: What do the children make an issue of, that is, what is the problem as far as the learners are concerned? It is found that (a) the difficulty for the children does not primarily seem to be mathematical but one of co-ordinating one’s explanation to a visual illustration (i.e., a matter of representation), and that (b) making concrete the abstract mathematical principle of division may make it difficult for the learners to distinguish between the two senses of the term (i.e., division as a mathematical operation, and as a practical activity, respectively). The use of a story and the instruction to draw the solution to the task appear to have introduced additional difficulties for children in solving the problem. The implications of the findings for educational practice are discussed.
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| 33. |
- Pramling, Niklas, 1973, et al.
(författare)
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Introduction and Frame of the Book
- 2011
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Ingår i: N. Pramling & I. Pramling Samuelsson (Eds.) Educational encounters: Nordic Studies in Early Childhood Didactics. - Dordrecht : Springer. - 9789400716162 ; , s. 1-13
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 34. |
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| 35. |
- Pramling, Niklas, 1973, et al.
(författare)
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"It's floating 'cause there is a hole." A young childs first experience of natural science
- 2001
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Ingår i: Early Years. ; 21:2
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Tidskriftsartikel (refereegranskat)abstract
- In this article, a video-recording of a young child's (3.3 years) experiments with elementary physics concepts and dialogue with his teacher forms a base for a discussion of early science education in preschool. Although the child typically acts on a pre-operational stage, according to Piaget's theory, a pedagogical approach is argued for where his awareness becomes focused on the most basic aspect of science, i.e., that phenomena can be explained. (This foundational principle must be understood before specific scientific explanations can be understood.) The focus for the analysis is on the verbal interaction between the child and the pedagogue within the social practice of the preschool and its impact on the ability of the child to test and prove a hypothesis formulated by himself. The interaction in the case study will here be used as an illustration and a discussion of an approach to education in preschool.
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| 36. |
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| 37. |
- 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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| 38. |
- Pramling, Niklas, 1973, et al.
(författare)
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Pedagogies in Early Childhood Education
- 2018
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Ingår i: International Handbook of Early Childhood Education, Volume II. M. Fleer & B. van Oers (Eds.). - Dordrecht, the Netherlands : Springer. - 2197-1951. - 9789402409253 ; , s. 1311-1322
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Bokkapitel (refereegranskat)abstract
- In our introduction to the section on early childhood pedagogies, we point out and discuss some key features of the represented approaches: Fröbel, HighScope, Developmentally Appropriate Practice (DAP), Waldorf, Cultural-Historical, Montessori, and Reggio Emilia. Each approach is briefly located in a cultural and historical frame. We then analyze and critically discuss the leading metaphors of the reasoning behind these approaches.
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| 39. |
- Pramling, Niklas, 1973, et al.
(författare)
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Play, Learning, and Teaching in Early Childhood Education
- 2019
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Ingår i: P.K. Smith & J.L. Roopsnarine (Eds.), The Cambridge Handbook of Play: Developmental and disciplinary perspectives. - Cambridge : Cambridge University Press. - 9781316640906 ; , s. 475-490
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Bokkapitel (refereegranskat)
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| 40. |
- Pramling, Niklas, et al.
(författare)
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Play-responsive teaching in early childhood education
- 2019
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Bok (övrigt vetenskapligt/konstnärligt)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.
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| 41. |
- 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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| 42. |
- Pramling, Niklas, et al.
(författare)
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Play-responsive teaching in early childhood education
- 2019
-
Bok (övrigt vetenskapligt/konstnärligt)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.
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| 43. |
- Pramling, Niklas, et al.
(författare)
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Playing, Playworlds, and Early Childhood Education
- 2019
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Ingår i: International Perspectives on Early Childhood Education and Development. - Cham : Springer. ; , s. 31-54
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Bokkapitel (populärvet., debatt m.m.)abstract
- In this chapter, we review empirical research on play and learning in ECEC, highlighting some studies that are of more general interest to our present study. We also review work on conceptualizing and valuing play, and we position the present study in relation to some particularly important previous studies.
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| 44. |
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| 45. |
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| 46. |
- 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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| 47. |
- Pramling, Niklas, 1973, et al.
(författare)
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The Magical Fruits: Establishing a Narrative Play Frame for Mutual Problem Solving
- 2019
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Ingår i: Play-Responsive Teaching in Early Childhood Education. - Cham : Springer. - 2468-8746. - 9783030159580 ; , s. 137-151
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Bokkapitel (refereegranskat)abstract
- In this chapter, we analyze a prolonged activity from initiation to conclusion, focusing on (i) how the teacher establishes a narrative, imaginary, frame for the activity, (ii) how children participate and contribute to this activity, (iii) what didaktikal challenges are actualized and what support the children are given in the activity, including what contents are constituted, and (iv) what the implications of the activity are for children’s development. © 2019, The Author(s).
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| 48. |
- Pramling, Niklas, 1973, et al.
(författare)
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The prosaics of figurative language in preschool: Some observations and suggestions for research
- 2007
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Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 177:6-7, s. 707-717
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Tidskriftsartikel (refereegranskat)abstract
- In a significant book, Cameron (2003) suggested that we study metaphor as ‘prosaics’ (i.e., as a feature of mundane talk). In this article, by means of a few brief examples, we point to instances of such talk in the setting of preschool. We also discuss some opportunities for learning such talk could offer children and what the implications for the development of children’s thinking and communication might be. In addition, a few research questions for the study of children and figurative language are proposed.
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| 49. |
- Pramling, Niklas, 1973, et al.
(författare)
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The prosaics of figurative language in preschool: Some observations and suggestions for research
- 2008
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Ingår i: Metacognitive approaches to developing oracy: Developing speaking and listening with young children.. ; , s. 139-149
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In a significant work, Metaphor in educational discourse, Cameron has suggested that we study metaphor as ‘prosaics’ (i.e. as a feature of mundane talk). In this paper, by means of some brief examples, we point to instances of such talk in the setting of preschool. We also discuss opportunities for learning that such talk could offer children, and what the implications for the development of children’s thinking and communication might be. In addition, some research questions concerning the study of children and figurative language are proposed.
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| 50. |
- Pramling Samuelsson, Ingrid, et al.
(författare)
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27 forskare i upprop mot skärmfri förskola
- 2024
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Ingår i: Förskolan. - Stockholm : Sveriges Lärare.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- VI LÄRARE DEBATT: Regeringens uppdrag till Skolverket – att göra utbildningen i förskolan skärmfri – riskerar att ge negativa och allvarliga konsekvenser, särskilt för barn som är i störst behov av att möta en digitaliserad värld med stöd av utbildade förskollärare och barnskötare. Det skriver 27 barn- och förskoleforskare i ett gemensamt upprop.
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