| 1. |
- Sandberg, Anette, et al.
(författare)
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Children's participation in preschool : on the conditions of the adults? Preschool staff's concepts of children's participation in preschool everyday life
- 2010
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Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 180:5, s. 619-631
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to investigate, analyse and describe preschool staff's concepts of children's participation in everyday preschool life, as well as preschool staff's experiences and concepts of what characterises the children who participate. Furthermore, it addresses the conditions that preschool staff consider as crucial in promoting children's participation in preschool. This study has a mixed methods design in which the definitions of participation given by preschool staff were initially analysed using a qualitative content analysis approach. The definitions provided by the preschool teams were then matched to interviews with staff from 20 preschools. Results from the questionnaire show that self-determination and management of everyday life are strong indicators for high participation according to the staff. The interview results show that preschool staff share the understanding that giving children a sense of coherence and comprehension of their surrounding world consequently supports children's management of and participation in everyday life in preschool.
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| 2. |
- Almqvist, Anna-Lena, et al.
(författare)
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Papporna och motiven : Den svenska föräldraledigheten i ett geografiskt perspektiv
- 2010
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Syftet var att undersöka attityder, beteendemönster och erfarenheter hos föräldrapar i två län, när det gäller uttag av föräldrapenning. I de ingående länen har Västerbotten det högsta och Skåne det lägsta uttaget av föräldrapenning bland fäder. Två kommuner med högt och lågt föräldrapenninguttag bland fäder studerades i respektive län, Umeå och Lycksele samt Lund och Tomelilla. Metodologin var inspirerad av grounded theory. Data omfattade 32 intervjuer med fäder och mödrar, 20 intervjuer med nyckelpersoner inom Försäkringskassan, mödravården, kommunen och företag samt statistik över kommunernas befolknings- och näringslivsstruktur. Intervjuerna genomfördes under 2008. Resultaten visar ett tydligare mönster av mer traditionell arbetsdelning av hushållssysslorna bland Skåne- jämfört med Västerbottensparen. Samma mönster gäller även vid jämförelse mellan kommunerna med lågt respektive högt uttag. En mer positiv attityd till föräldraförsäkringen finns i kommunerna med högt föräldrapenninguttag bland fäder jämfört med de med lågt uttag. En förklaring kan vara att förändringar tenderar att uppträda först i heterogena miljöer med en relativt ung och välutbildad befolkning där olika normsystem konkurrerar med varandra, vilket gäller Umeå och Lund. I Västerbotten har Försäkringskassan, landstinget och företag haft kampanjer för män under 1990-talet vilket sannolikt har bidragit positivt till fäders uttag. Fäder i de bägge länen uttrycker positiva upplevelser av att ha varit föräldralediga. Ett dominerande intryck är att arbetsgivarna har en tillåtande attityd till fäders önskan om att vara föräldralediga.
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| 3. |
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| 4. |
- Almqvist, Anna-Lena, et al.
(författare)
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Parental leave in Sweden : Motives, perceptions and gender equality among parents
- 2010
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper investigated Swedish parents’ motives for, experiences of and gender equality in relation to paid parental leave. The purpose was to explore similarities and differences in attitudes and experiences between parents in the two regions in Sweden with the largest difference in paid parental leave use among fathers. Data were drawn from interviews completed in 2008 with 16 heterosexual couples with a child born 2005 or 2006. The semi-structured interviews were analyzed according to grounded theory. In terms of experiences of the leave, a positive similarity in the study was that the couples described that they got to know the child better. Some negative similarities were that they felt they were alone and restricted. Primarily, the fathers in the northern part, focused on the lack of male networks. A traditional division of labor was a stronger pattern among couples in the southern region compared with the couples in the northern region. Tendencies are indicated towards an increased child-orientation, which could be connected with a change in hegemonic masculinity. In conclusion, the differences discovered between the four communities may to a great extent be depending on a cultural lag. This implied that change in values tend to take place first in social environments with multiple heterogeneous actors.
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| 5. |
- Almqvist, Anna-Lena, et al.
(författare)
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Parental leave in Sweden : Motives, experiences and gender equality among parents – focusing fathers
- 2010
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Ingår i: XVII ISA World Congress of Sociology, Sociology on the Move. ; , s. 12-12
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Konferensbidrag (refereegranskat)abstract
- The purpose was to explore similarities and differences in motives, experiences and gender equality between parents in two municipalities (one smaller than the other) in each of the two counties in Sweden with the largest difference in paid parental leave use among fathers. Data were drawn from interviews in 2008 with 16 heterosexual couples with a child born 2005 or 2006. The semi-structured interviews were analyzed inspired by grounded theory. A positive similarity was that couples experienced that they got to know the child better. Negative similarities were that mothers and fathers occasionally felt alone and restricted, fathers emphasized lack of male networks. Traditional division of household labor is a stronger pattern among couples in the southern county compared with couples in the northern county. Tendencies are towards increased child-orientation among fathers, which could connect to change in hegemonic masculinity, not necessarily related to increased gender equality in household labor. Differences may depend on that changes in values tend to first occur in heterogeneous social environments, such as the larger municipalities. In the northern county, extensive campaigns have been held during the 1990s to encourage men’s use of paid parental leave, which may have contributed to regional difference.
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| 6. |
- Almqvist, Lena, et al.
(författare)
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The concepts of participation, engagement and flow : A matter of creating optimal play experiences
- 2007
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Ingår i: South African Journal of Occuptional Therapy. - : South African Association of Occupational Therapists. - 0038-2337. ; 37:7, s. 8-13
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Tidskriftsartikel (refereegranskat)abstract
- Positive functioning relates to the ability to live a good and healthy life, but for children with special needs, this might be compromised and therefore factors related to positive functioning should be explored. As their restrictions concern a variety of general life situations including issues such as peer group interaction, participation, autonomy and self-determination, the focus should be on the children’s capabilities when they act in their natural environments. Functional abilities and the creation of opportunities in a challenging environment are optimal for new learning to take place, leading the child towards a positive end point. This article analyses constructs of engagement, participation and flow, indicating their interrelatedness and association to positive functioning. Outcomes change and unfold over time, indicating that functioning should be considered dynamic, context-dependent, culturally and historically conditioned. The article concludes with a suggested model for intervention to enhance positive functioning of children with special needs.
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| 7. |
- Asp, Gustav, et al.
(författare)
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Associations between mass media exposure and birth preparedness among women in southwestern Uganda: a community-based survey.
- 2014
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Ingår i: Global Health Action. - : Informa UK Limited. - 1654-9880 .- 1654-9716. ; 7:1, s. 1-9
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Tidskriftsartikel (refereegranskat)abstract
- Background : Exposure to mass media provides increased awareness and knowledge, as well as changes in attitudes, social norms and behaviors that may lead to positive public health outcomes. Birth preparedness (i.e. the preparations for childbirth made by pregnant women, their families, and communities) increases the use of skilled birth attendants (SBAs) and hence reduces maternal morbidity and mortality. Objective : The aim of this study was to explore the association between media exposure and birth preparedness in rural Uganda. Method : A total of 765 recently delivered women from 120 villages in the Mbarara District of southwest Uganda were selected for a community-based survey using two-stage cluster sampling. Univariate and multivariate logistic regression was performed with generalized linear mixed models using SPSS 21. Results : We found that 88.6% of the women surveyed listened to the radio and 33.9% read newspapers. Birth preparedness actions included were money saved (87.8%), identified SBA (64.3%), identified transport (60.1%), and purchased childbirth materials (20.7%). Women who had taken three or more actions were coded as well birth prepared (53.9%). Women who read newspapers were more likely to be birth prepared (adjusted OR 2.2, 95% CI 1.5-3.2). High media exposure, i.e. regular exposure to radio, newspaper, or television, showed no significant association with birth preparedness (adjusted OR 1.3, 95% CI 0.9-2.0). Conclusion : Our results indicate that increased reading of newspapers can enhance birth preparedness and skilled birth attendance. Apart from general literacy skills, this requires newspapers to be accessible in terms of language, dissemination, and cost.
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| 8. |
- Axelsson, Karin, et al.
(författare)
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Entrepreneurial Learning in Education : Preschool as a Take-Off for the Entrepreneurial Self
- 2015
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Ingår i: Journal of Education and Training. - : Macrothink Institute, Inc.. - 2330-9709. ; 2:2, s. 40-58
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Tidskriftsartikel (refereegranskat)abstract
- Recently the phenomenon of entrepreneurship by political aspirations has entered the school setting. This is a world-wide development affecting education in practice and theory. In 2009 the Swedish Government launched a strategy stating that entrepreneurship should run like a common thread through the educational system. Since childhood is considered the ideal stage to influence attitudes towards entrepreneurship, and preschool constitutes the beginning of this publicly imposed “red thread”, this setting is of particular interest. In school practice the concept of entrepreneurship is translated into entrepreneurial learning. In this study we seek to investigate what characterises entrepreneurial learning in a preschool context according to preschool teachers by conducting both critical incident questionnaires and an in-depth interview using stimulated recall method. The empirical results suggest that entrepreneurial learning has developed the preschool teachers’ educational discussions and has affected the children’s entrepreneurial skills. Further, when analysing the material as to what supports and hinders a positive entrepreneurial learning situation, four main themes emerged: ongoing reflection, active participation, a meaningful learning situation and a tolerant atmosphere.
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| 9. |
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| 10. |
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| 11. |
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| 12. |
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| 13. |
- Broström, Stig, et al.
(författare)
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Preschool teachers' view on learning in preschool in Sweden and Denmark
- 2014
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Ingår i: European Early Childhood Education Research Journal. - 1350-293X .- 1752-1807. ; 22:5, s. 590-603
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to examine how preschool teachers in Sweden and Denmark perceive children's learning in preschool. The study aimed to answer the following questions: What is 'learning'? How do children learn? What are the best conditions for children's learning? What is the role of participation in children's learning? The results show that from the teacher's perspectives, children's learning is connected to children's social interaction and development in which the children's initiatives are crucial. Learning, to a great extent, results from children's active involvement. There are many similarities between how Danish and Swedish preschool teachers think of learning and participation. This supports earlier assumption about the coherence of Nordic preschool beliefs which unites education and care.
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| 14. |
- Broström, Stig, et al.
(författare)
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Preschool teachers' views on children's learning : an international perspective
- 2015
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Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 185:5, s. 824-847
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Tidskriftsartikel (refereegranskat)abstract
- This comparative study investigated the perspectives of preschool teachers in Australia, Denmark, Estonia, German, Greece and Sweden about learning and participation in preschool. A structured survey questionnaire investigated four main questions: What situations can be characterised as learning? What activities are important for learning? What are the best conditions for children's learning? How do preschool teachers understand participation in relation to children's learning in preschool? Results suggest that play, interactions with other children and adults, the provision of different activities and teacher support are important for children's learning. While similarities were noted, results indicate some disparity between countries and a further in-depth interview-style study is recommended to provide a deeper understanding of teachers' perspectives and practices around children's learning.
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| 15. |
- Börve, Alexander, et al.
(författare)
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Smartphone Teledermoscopy Referrals: A Novel Process for Improved Triage of Skin Cancer Patients.
- 2015
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Ingår i: Acta dermato-venereologica. - : Medical Journals Sweden AB. - 1651-2057 .- 0001-5555. ; 95:2, s. 186-190
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Tidskriftsartikel (refereegranskat)abstract
- In this open, controlled, multicentre and prospective observational study, smartphone teledermoscopy referrals were sent from 20 primary healthcare centres to 2 dermatology departments for triage of skin lesions of concern using a smartphone application and a compatible digital dermoscope. The outcome for 816 patients referred via smartphone teledermoscopy was compared with 746 patients referred via the traditional paper-based system. When surgical treatment was required, the waiting time was significantly shorter using teledermoscopy for patients with melanoma, melanoma in situ, squamous cell carcinoma, squamous cell carcinoma in situ and basal cell carcinoma. Triage decisions were also more reliable with teledermoscopy and over 40% of the teledermoscopy patients could potentially have avoided face-to-face visits. Only 4 teledermoscopy referrals (0.4%) had to be excluded due to poor image quality. Smartphone teledermoscopy referrals allow for faster and more efficient management of patients with skin cancer as compared to traditional paper referrals.
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| 16. |
- Catucci, Ester, 1973-
(författare)
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Undervisningsuppdraget i förskolan ur ett didaktiskt perspektiv
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis is to increase knowledge of how the teaching mission can be understood and realised in preschool as an educational practice. The main research questions are: 1. How can teaching be realised in preschool daily practice? 2. How is preschool teachers’ specific responsibility for teaching expressed during collegial meetings? 3. In what way does preschool teachers’ didactical leadership emerge during collegial meetings? The thesis is based on four articles. Each one of the articles answers specific research questions. The data for study 1 and 2 were gathered through observations, video filming and field notes. Three preschool teachers and 12 children participated in substudies 1 and 2. The observations focused on preschool teachers’ actions and how these influenced children’s meaning making. Substudy 1 focused on preschool teachers’ teaching in relation to three different activities. It shows different didactical consequences that teaching leads to in relation to children’s meaning making. Substudy 2 explored how preschool teachers’ habits influenced and limited teaching in relation to preschool curriculum goals. The analysed activities were outdoor activities, with a specific focus on sand play. The theoretical perspective used for the data analysis in substudies 1 and 2 was John Dewey’s pragmatism. The data in substudies 3 and 4 were gathered through non-participant observation and audio recording of seventeen collegial meetings. Five qualified preschool teachers, one unqualified preschool teacher and one preservice preschool teacher participated in substudies 3 and 4. Some of the collegial meetings were led by the principal and a pedagogical mentor. The focus for substudy 3 was on the challenges expressed by the preschool teachers in relation to their own teaching responsibility. Substudy 4 explored what didactical questions the preschool teachers discussed during the collegial meetings and how these could be related to preschool teachers’ didactical leadership. Basil Bernstein’s theory of pedagogic practice was used to analyse the results of substudies 3 and 4. The results of the four substudies show how preschool teachers’ actions create both possibilities and constraints for children’s meaning making. The opportunities for meaning making were limited when children’s actions were only confirmed or when the purpose of an activity was unclear for the participating children. On the other hand, when preschool teachers’ actions expanded ongoing activities by introducing new elements, children’s opportunities for meaning making increased. Furthermore, the results show how preschool teachers’ specific responsibility for teaching is toned down by the preschool teachers themselves. Instead, a shared pedagogical responsibility in the team is considered most important. Nevertheless, preschool teachers express challenges in relation to a shared pedagogical responsibility, especially when a common understanding for the pedagogical practice is missing in the team as a whole. Furthermore, they express a lack of full legitimacy to lead other colleagues. A conclusion that can be drawn from the study’s result is that preschool is embedded in what Bernstein describes as an invisible pedagogy. As a result of this, it may be challenging for preschool teachers to establish didactical leadership and subsequently take on their own specific responsibility for teaching.
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| 17. |
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Children and young people at school and in society
- 2015. - 1
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- This is a book for everyone trying to improve early childhood education and special needs education. The main goal with this book is to describe theoretical and empirical research on early childhood education and special needs education that focuses on children and students' learning conditions. This book is dominated by a research tradition which stays close to practice. The chapters focus on research pertaining to preschool, school and its participants in different social contexts, and studying ways in which preschool and other schools offer pedagogical challenges to children with different abilities and experiences. The chapters include children's encounters with language, entrepreneurial learning, music education and indoor environments in preschool. Some chapters highlight transitions between preschool, and school, as well as the processes of social interaction and identity. The chapters also deal with questions about inclusion and special educational needs. Children and Young People in School and in Society offers an insight into children and students' learning conditions of Twenty-first century early childhood education and special needs education. It provides an informative reading experience for students, researchers and policy makers, and even parents that are interested in this subject.
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| 18. |
- Del Gaiso, Tove
(författare)
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Förskollärare i en digital praktik : Rhizomatiska sammanflätningar, dilemman och händelser
- 2023
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Denna studie undersöker vad som händer när förskollärare använder digitala teknologier i förskolan. Praktiknära forskningsmetoder har använts för att undersöka digitala teknologiers rhizomatiska sammanflätningar i två svenska förskolor. Studien pågick under åtta månader med deltagande förskollärare. Forskning om digital teknologi i förskolan har till stor del fokuserat på vad digital teknologi kan användas till för att främja barns lärande inom specifika ämnesområden. Denna studie undersöker hur förskolepraktiken påverkas av användningen av digitala teknologier. Studien belyser de dilemman, konflikter och frågor som uppkommer när digital teknologi används i förskolans praktik. Studien utgår från ett teoretiskt antagande om att materialiteter medskapar de händelser som uppstår i undervisning med digitala teknologier och undersöker även hur detta sker i den aktuella studien.Studien använder ett sociomateriellt perspektiv för att utforska materialitet i aktiviteter med digital teknologi. Studiens data har konstruerats tillsammans med förskollärare i dialogiska samtal som utgår från deras observationer och filmade aktiviteter med barn mellan två och fem år. I de dialogiska samtalen har gemensamma analyser gjorts och förskollärarna har sedan planerat för nya aktiviteter som de genomfört och observerat på förskolorna. Data har analyserats med metoden att gå med data vilket innebar att analysen skedde med en rörelse genom datan utan en bestämd riktning. Analysen av dialogiska samtal riktades mot de olika materialiteter som kunde ses som medskapande i förskolans digitala praktik. Särskilt fokus låg på att studera förändringar, brytpunkter, svårigheter, oväntade och oplanerade händelser som uppstod. Gilles Deleuze och Félix Guattaris begrepp rhizom och kartografi används för att analysera data. I resultaten synliggjordes fyra dilemman som uppstod i den digitala förskolepraktiken. I) Digitala teknologier som möjlighet och risk. II) Relationen mellan vårdnadshavare och förskollärarnas uppdrag. III) Barns tidigare relationer till digitala teknologier. IV) Inre konflikt hos förskollärarna gällande deras professionella och privata åsikter. Resultaten visar även att de sammanflätningar som sker av materialiteter som förskollärare, digital teknologi, barn och förståelser av digitala teknologier skapar oväntade händelser i barns undersökande och lek med digital teknologi. Resultaten tyder på att ett sociomateriellt perspektiv och kartografering kan vara användbart för forskare och förskollärare för att utforska hur flertal materialiteter blir sammanflätade med förskolans praktik och digital teknologi.
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| 19. |
- Delblanc, Åsa
(författare)
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Pedagogiska möjligheter i mångfaldens förskola
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- I denna sammanläggningsavhandling diskuteras tre olika delstudier som alla utgåttf rån förskolepraktik i förskolor som kännetecknas av en mångfald av språk och erfarenheter. Delstudie 1 fokuserar på barns kommunikation i en flerspråkig förskolemiljö och vad som kan hindra eller möjliggöra den. Delstudie 2 undersöker ett aktionsforskningsprojekt i form av en forskningscirkel med målet att i en förskola skapa en flerspråkig miljö i samarbete med föräldrar. Delstudie 3 undersöker ett aktionsforskningsprojekt i form av en forskningscirkel med målet att utveckla förskolans mottagande av nyanlända familjer. Avhandlingen utgår från ett sociokulturellt perspektiv i vilket människor ses som lärande varelser som skapar kunskap gemensamt med tillgängliga kulturella artefakter. Affordanceteorin (Gibson, 1986; Reed, 1993; Barab & Roth; 2006 och Clakin-Philips & Carr, 2012) har använts för att göra analyser av barns och lärares handlingar. Affordance tolkas genomgående som erbjudanden, och tre olika typer av erbjudanden undersöks, kommunikationserbjudanden, flerspråkiga erbjudanden samt nätverk av erbjudanden. Utifrån Barab och Roth (2006) och Clakin- Philips och Carr ( 2012) undersöks sedan hur erbjudanden ger olika typer av möjligheter, tillgängliga, inbjudande och personliga, här rubricerade som pedagogiska möjligheter.Resultatet visar att olika typer av möjligheter uppstår i olika sammanhang. I de sammanhang i vilka det inte finns en planerad eller strukturerad idé om hur ett erbjudande kan användas blir möjligheterna mindre inbjudande. Möjligheter blir personliga då barns, lärares och föräldrars erfarenheter används som en utgångspunkt i den pedagogiska praktiken. Om möjligheter blir personliga finns samtidigt en risk att det blir ett ökat fokus på skillnader och att tankar om att skapa trygghet ses som viktigare än att skapa förutsättningar för lärande.
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| 20. |
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| 21. |
- Ehrlin, Anna, et al.
(författare)
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Perspectives on Entrepreneurial Learning in the Early Years of Education
- 2015
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Ingår i: Journal of Education and Human Development. - 2334-296X .- 2334-2978. ; 4:3
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Tidskriftsartikel (refereegranskat)abstract
- Questions regarding entrepreneurship have become a matter of great importance in Sweden as well as in the European Union at large. Since 2009, the government decided that entrepreneurial learning is to be conducted throughout the entire public school system in Sweden, from preschools to higher education. Because entrepreneurial learning is a fairly new concept to professionals in schools and preschools, our study contributes to the development of knowledge concerning how teachers perceive and realize it in practice. To study the meaning that the Swedish pre-and primary school teachers ascribe to the notion of entrepreneurial learning, a stimulated recall method was adopted. The study was conducted in Sweden in 2014 and involved preschools and primary schools. The sample consists of three preschools with children 3-5 years old and two primary schools, one represented by a mixed group of children from preschool-class to grade 3 and the other by a preschool-class group. The results show that teachers’ understanding of entrepreneurial learning is connected to entrepreneurial learning as entrepreneurship, entrepreneurial learning as science and technology, and entrepreneurial learning as personal development.
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| 22. |
- Ehrlin, Anna, 1967-, et al.
(författare)
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Perspectives on entrepreneurial learning in the early years of education
- 2015
-
Konferensbidrag (refereegranskat)abstract
- Questions regarding entrepreneurship have become a matter of great importance in Sweden as well as in the European Union at large. Since 2009, the government decided that entrepreneurial learning is to be conducted throughout the entire public school system in Sweden, from preschools to higher education. Because entrepreneurial learning is a fairly new concept to professionals in schools and preschools, our study contributes to the development of knowledge concerning how teachers perceive it and realize it in practice. Our questions are: What are the meanings that Swedish pre- and primary school teachers ascribe to the notion of ‘entrepreneurial learning’?, Within what areas do pre- and primary school teachers perceive that entrepreneurial learning happens? What are the possibilities and constraints in realizing entrepreneurial learning in schools and preschools?To study the meaning that the Swedish pre-and primary school teachers ascribe to the notion of entrepreneurial learning, a stimulated recall method was adopted. The study was conducted in Sweden in 2014 and involved preschools and primary schools. The sample consists of three preschools with children 3-5 years old and two primary schools, one represented by a mixed group of children from preschool-class to grade 3 and the other by a preschool-class group. The results show that teachers’ understanding of entrepreneurial learning is connected to entrepreneurial learning as entrepreneurship, entrepreneurial learning as science and technology, and entrepreneurial learning as personal development.The theoretical framework for the study is an understanding of learning and development informed by a sociocultural perspective (Vygotskij, 1978; Lave & Wenger, 1991; Rogoff, 2003). A basic point of departure is that learning and development are situated in and an inseparable aspect of social practices (Säljö, 2000). In the analysis we consider teachers’ thoughts, understandings, and expressions as socially constructed and situated in certain practices. As an analytical tool we also use the concept zone of proximal development, or ZPD (Vygotskij, 1978).In the study, we have highlighted both possibilities and constraints for entrepreneurial learning in schools and preschools. The meanings that Swedish pre- and primary school teachers ascribe to the notion of ’entrepreneurial learning’ are situated in the different communities of practice (Lave & Wenger, 1991). Each school and preschool have had to do its own interpretations of what this concept entails and the understanding and interpretation of what the concept entails become dependent upon single individuals. One strategy that occurs is to connect entrepreneurial learning to a philosophy or way of working that is already known. At the same time, we see this as a strategy to make the preschool or the school externally visible, for parents, principals, and responsible authorities. Our study also shows that the activities associated with entrepreneurial learning make possible learning within the zone of proximal development (Vygotskij, 1978). In the category entrepreneurial learning as entrepreneurship, we can see that teachers design activities where children can collaborate with peers and communities outside the school. In the category entrepreneurial learning as science and technology, the teachers offer situations that challenge children’s everyday scientific knowledge. The activities within the category entrepreneurial learning as personal development also make it possible for children to think originally and to pursue an idea in collaboration with others.
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| 23. |
- Ehrlin, Anna, 1967-
(författare)
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The transformation of creativity in entrepreneurial learning in teacher education : a critical reflection.
- 2016
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Ingår i: Australian Journal of Teacher Education. - : Edith Cowan University. - 0313-5373 .- 1835-517X. ; 41:6, s. 35-51
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to examine how students on a teacher education programme interpret entrepreneurial learning. The study was performed in Sweden, based on a design theoretical and multimodal perspective on learning and communication which provides the basis for how we understand learning processes in early teacher education. The sample consists of course literature, teachers' PowerPoint presentations and handouts, and narrative texts written by students. The meaning given to entrepreneurial learning is presented from the analysis of the setting, in the teaching materials and the transformation in the students' texts. We conclude that entrepreneurial learning seeks to challenge traditional, authoritarian ways of teaching. However, it appears to be necessary in order to develop entrepreneurial abilities. There is a difficulty in finding a balance between control and freedom.
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| 24. |
- Ehrström, Monica, 1970-
(författare)
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Uppmärksamhet för bedömning : att följa varje barns lärprocesser för en likvärdig utbildning i förskolan
- 2023
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this study was to contribute with knowledge about the tension between preschool teachers' mission to teach and support children's learning on the one hand and the mission to assess children's learning processes on the other hand, in relation to equality in education. In Swedish preschools, children with different experiences meet, all of whom should have the opportunity to develop and learn based on their varied circumstances and needs. According to the Education Act (SFS, 2010:800), preschool education must be equal, and all children must have the opportunity to learn and develop as far as possible based on their potential. However, previous research (Alasuutari, Vallberg Roth & Markström, 2014) indicates that assessment involves risks for children’s identity creation. This study examines how seven preschool teachers tackle the challenge of assessing and paying attention to individual children in their ongoing learning processes. A sociocultural perspective (Vygotskij, 1978) has been used to study preschool teachers' reasoning about assessment in relation to each child's possibilities for being supported in their proximal development zone. The sociocultural perspective stresses the importance of cultural tools for communication. Stimulated-recall interviews were conducted with seven preschool teachers in Sweden. Content analysis was used to reveal the views that emerged in preschool teachers’ descriptions.In the preschool teachers' reasoning, different strategies for assessment and methods for making the child's learning processes visible as well as approaches for following the progression in children's learning processes have emerged, which can create both opportunities and limitations for children to learn based on their potential. Findings indicate three areas significant for assessment in relation to an equivalent education in this study. Firstly, there is clarity regarding the approach to assessment, what is to be given attention and assessed and how the assessment should be carried out. Secondly, the preschool teachers in the study have knowledge about various methods to make children's learning processes visible and thus possible to follow over time. Thirdly, the preschool teachers in the study know how to draw attention to and make visible the child's learning from a holistic perspective. The Licentiate thesis highlights different strategies for assessment, methods for making the child's learning processes visible and approaches for following the progression in children's learning processes that emerged during the preschool teachers' reasoning. The study has shown that attentiveness (Elbaz, 1992) can be used as a concept to bridge the tension surrounding assessment.
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| 25. |
- Engstrand, Per O., 1955-, et al.
(författare)
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Mekmassainitiativet för energieffektivitet, e2mp-i
- 2015
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Projektet har drivits som ett program för finansiering av forskning som ska utveckla ochdemonstrera tekniker som reducerar elenergiförbrukningen med 50% vid tillverkning avTMP och CTMP med bibehållna slutproduktegenskaper hos tryckpapper och kartong.Programmet är en del av skogsindustrins initiativ att under en tioårsperiod tillsammansmed svenska och norska finansiärer investera minst 200 Mkr för att nå detta radikalaeffektiviseringsmål. Ett uttalat mål för industriinitiativet är också att befästaforskningsnoderna vid FSCN i Sundsvall och PFI i Trondheim.Parallellt med Energimyndighetens finansiering, 30 Mkr, har Norges Forskningsråd satsat25 MNOK (2010‐14) i industriinitiativet, KK‐stiftelsen 36 MSEK (2011‐17) ochMittuniversitetet har finansierat12 MSEK. Industrins totala satsning kommer att överstiga100 MSEK redan vid utgången av 2017.Resultat från benchmarkingstudien BAT2012 av industrins modernaste TMP‐ och CTMPlinjersamt från demonstrationsskaleprojekt visas i rapporten. Projekten baseras delvis pågrundläggande forskningsprojekt genomförda inom FSCN´s KK‐stiftelse‐finansieradeforskningsprofil och projektet ”Filling the Gap” 31676‐, ISSN 1650‐5387 2014:57. Resultaten visar följande reduktionsnivåer; 28% TMP för news (Braviken), 14% TMP för SC(Kvarnsveden) och 21% CTMP för kartong (Skoghall).Utöver demoprojekten finns ytterligare tydliga potentialer beskrivna i övriga delprojekt:Processintensifiering och processmodifiering > 15%Processtabilitet via avancerad processanalys och reglering > 15%Kombinera effektivaste processavsnitt från benchmarking ca 25%Detta gör det troligt att det kommer att gå att i fullskaliga demonstrationsförsök validera50% elenergireduktion inom de tre produktområdena, förutsatt att fortsattforskningsfinansiering finns tillgänglig. Tre av de idéer till avknoppningsprojekt somframkommit under projektets gång har redan erhållit beslut om finansiering frånEnergimyndigheten 2015. Ytterligare projektförslag baserade på den här redovisadeforskningen kommer att ingå i ansökningar under 2016. Utöver energireduktion i själva TMP‐ och CTMP‐processerna har forskare vid FSCN lagt forskningsgrunden för hur manska kunna tillverka mycket starka förpackningsmaterial från dessa massatyper på ettenergieffektivt sätt. Även inom detta område kommer en ansökning omuppskalningsprojekt att skickas in.
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| 26. |
- Eriksson Bergström, Sofia, 1974-
(författare)
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Rum, barn och pedagoger : Om möjligheter och begränsningar i förskolans fysiska miljö
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this thesis the relationship between the physical environment of preschool, children and preschool teachers is studied. Children participate in preschool from an early age and thus are expected to find themselves within an institutional framework (Eilard & Tallberg Broman, 2011) early in life. Today preschool as an institution can be seen as a place where childhood to a great extent is spent and created (Halldén, 2007e). The physical environment of preschool can consequently be regarded as a structure within which childhood is institutionalized (Kampmann, 2004). In general the thesis deals with how children are shaped by and shape the physical environment that they spend so much time in during early childhood. The purpose is clarified in the following questions: How does the physical environment of preschool structure and organise the activities of chil-dren? What activities are created in relation to the possibilities and limitations of the physical environment? In what way can the relationship between the invitations of the physical environment, the child’s scope for action, and preschool teachers be seen? To understand the empirical material in the thesis the concept of affordance (J.J.Gibson, 1986) and the activity theory (Leontiev, 1986; Engeström, 1987) has been used. The empirical evidence in the thesis is based on both video observations and interviews. The study was designed as a multiple case study (Stake, 1995), and three preschool classes each formed a case. The study was inspired by ethnography. The significance of seeing the environment as a set of affordances (J.J.Gibson, 1986) is that it, to a greater degree, can lead to children being allowed to discover the invitations to action there are and as a result freedom to act and negotiations can be created in both inside and outside environments. Through this way of thinking a free zone is created in an institutionalised childhood where children through their agency handle and redesign that which was intended to regulate and give structure. As a counterbalance to the institutionalisation of childhood this study contribute to an understanding of children’s individual and collective activities as a free zone in an otherwise controlled and regulated milieu. The contribution of this thesis consists of the study of the physical environment and the importance of the material in forming the child.
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| 27. |
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| 28. |
- Glasdam, Stinne, et al.
(författare)
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Nurses’ use of social media during the COVID-19 pandemic—A scoping review
- 2022
-
Ingår i: PLoS ONE. - San Francisco, CA : Public Library of Science (PLoS). - 1932-6203. ; 17:2
-
Tidskriftsartikel (refereegranskat)abstract
- BackgroundDuring the COVID-19 pandemic, nurses stand in an unknown situation while facing continuous news feeds. Social media is a ubiquitous tool to gain and share reliable knowledge and experiences regarding COVID-19. The article aims to explore how nurses use social media in relation to the COVID-19 pandemic.MethodA scoping review inspired by Arksey and O’Mally was conducted by searches in Medline, CINAHL, Academic Search Complete and Web of Sciences. Empirical research studies investigating nurses’ use of social media in relation to COVID-19 were included. Exclusion criteria were: Literature reviews, articles in languages other than English, articles about E-health, and articles investigating healthcare professionals without specification of nurses included. Articles, published in January-November 2020, were included and analysed through a thematic analysis. The PRISMA-ScR checklist was used.ResultsMost of the eleven included studies were cross-sectional surveys, conducted in developing countries, and had neither social media nor nurses as their main focus of interest. Three themes were identified: ‘Social media as a knowledge node’, ‘Social media functioned as profession-promoting channels’ and ‘Social media as a disciplinary tool’. Nurses used social media as channels to gain and share information about COVID-19, and to support each other by highlighting the need for training and changes in delivery of care and redeployment. Further, social media functioned as profession-promoting channels partly sharing heroic self-representations and acknowledgment of frontline persons in the pandemic, partly by displaying critical working conditions. Finally, nurses used social media to educate people to perform the ‘right ‘COVID-19’ behaviours in society.ConclusionThis review provided snapshots of nurses’ uses of social media from various regions in the world, but revealed a need for studies from further countries and continents. The study calls for further multi-methodological and in depth qualitative research, including theoretically framed studies, with a specific focus on the uses of social media among nurses during the pandemic.
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| 29. |
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| 30. |
- Grønning, Anette, et al.
(författare)
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The entanglements of media and health in everyday life
- 2023
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Ingår i: Mediekultur. Journal of Media and Communication Research. - 1901-9726. ; 39:74, s. 1-9
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Tidskriftsartikel (refereegranskat)abstract
- Just as the title above suggests, it is difficult to address health issues without considering the role of the media and everyday life; the time and space when health is produced and cared for or put at risk and exposed. In the introduction to this special issue, ‘Media and health in everyday life’, we will discuss the three components of the theme. We will offer some definitions, but also problematise the conceptual underpinnings and highlight the intertwinement of the three. We set off by reflecting on health. Then we will engage with ideas around the notion of everyday life. In the final section, we add the component of the media before we present and summarise the nine contributions to the special issue and clarify to what extent they add to our understanding of the theme.
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| 31. |
- Hart, Angie, et al.
(författare)
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RESILIENCE-BUILDING WITH DISABLED CHILDREN AND YOUNG PEOPLE : A REVIEW AND CRITIQUE OF THE ACADEMIC EVIDENCE BASE
- 2014
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Ingår i: International Journal of Child, Youth & Family Studies. - 1920-7298. ; 5:3, s. 394-422
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this paper was to review published accounts of resilience-based approaches with and for disabled children and young people aged up to 25 years. The review is part of a broader study looking more generally at resilience-based interventions with and for young people. The authors attempt to summarise the approaches and techniques that might best support those children and young people who need them the most. However, when compared to the number of evaluated resilience-based approaches to working with typically-developing children and young people, those including children and young people with complex needs are disappointingly lacking. Of 830 retrieved references, 46 were relevant and 23 met the inclusion criteria and form the body of this review. They covered a variety of intervention content, setting, and delivery, and diverse children and young people, making comparative evaluation prohibitive. The difficulties in identifying suitable resilience-based interventions are discussed, together with the authors’ iterative approach, which was informed by realist review methodology for complex social interventions. The review is set into a context of exclusion, an ableist mind-set and the political economy of research. It also provides recommendations for future research and practice development in this field.
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| 32. |
- Havstam, Christina, 1963, et al.
(författare)
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Communication attitude and speech in 10-year-old children with cleft (lip and) palate: An ICF perspective.
- 2011
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Ingår i: International journal of speech-language pathology. - : Informa UK Limited. - 1754-9515 .- 1754-9507. ; 13:2, s. 156-164
-
Tidskriftsartikel (refereegranskat)abstract
- Many children born with cleft palate have impaired speech during their pre-school years, but usually the speech difficulties are transient and resolved by later childhood. This study investigated communication attitude with the Swedish version of the Communication Attitude Test (CAT-S) in 54 10-year-olds with cleft (lip and) palate. In addition, environmental factors were assessed via parent questionnaire. These data were compared to speech assessments by experienced listeners, who rated the children's velopharyngeal function, articulation, intelligibility, and general impression of speech at ages 5, 7, and 10 years. The children with clefts scored significantly higher on the CAT-S compared to reference data, indicating a more negative communication attitude on group level but with large individual variation. All speech variables, except velopharyngeal function at earlier ages, as well as the parent questionnaire scores, correlated significantly with the CAT-S scores. Although there was a relationship between speech and communication attitude, not all children with impaired speech developed negative communication attitudes. The assessment of communication attitude can make an important contribution to our understanding of the communicative situation for children with cleft (lip and) palate and give important indications for intervention.
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| 33. |
- Havstam, Christina, 1963, et al.
(författare)
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Speech and satisfaction with outcome of treatment in young adults with unilateral or bilateral complete clefts.
- 2008
-
Ingår i: Scandinavian journal of plastic and reconstructive surgery and hand surgery / Nordisk plastikkirurgisk forening [and] Nordisk klubb for handkirurgi. - : Informa UK Limited. - 0284-4311. ; 42:4, s. 182-9
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Tidskriftsartikel (refereegranskat)abstract
- Thirty-five young adults (22-32 years old, mean 25) born with complete unilateral or bilateral clefts participated in a follow-up of speech, appearance, and teeth after treatment. They completed a questionnaire about their satisfaction with their speech, nose, lip, and teeth on visual analogue scales, and indicated on two overall questions how often they thought about their cleft, and how often they were asked questions about their speech, nose, or lip. Their speech was recorded and assessed blindly and independently by two speech and language pathologists. Participants' satisfaction with their speech did not correlate significantly with the speech assessments. Satisfaction with the nose had the highest correlation with the overall questions. No participant indicated more dissatisfaction with speech than the midpoint of the scale, making conclusions about covariance between satisfaction with speech and the overall questions difficult.
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| 34. |
- Insulander, Eva, et al.
(författare)
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Entrepreneurial learning in Swedish preschools : Possibilities for and constraints on children's active participation
- 2015
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Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 185:10, s. 1545-1555
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Tidskriftsartikel (refereegranskat)abstract
- The website of the Swedish National Agency for Education states that preschools are to promote entrepreneurial learning. Many Swedish preschools, therefore, have started to work consciously with entrepreneurial learning as a way of fostering pupils' creativity and ability to make their own decisions. This article investigates whether and how children in different preschool settings receive support and recognition in their efforts to make sense of the world around them. Nine preschool teachers and children from three preschools participated. Three video observations were conducted focusing on the work of each team of teachers. Our study challenges the assumption that an entrepreneurial learning design enhances pupils' learning, creativity, and decision-making. Even though the ambition is to encourage such abilities, our observations demonstrate that the learning design and setting do not always give children the opportunity to be creative. © 2015 Taylor & Francis.
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| 35. |
- Johansson, Anette, 1977, et al.
(författare)
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Wire-Plane Electrode System for Electrical Tree Initiation Exposed to AC and DC Voltage Stress
- 2011
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Ingår i: The Proceedings of 17th International Symposium on High Voltage Engineering, s. C-025. - 9783800733644
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Electrical treeing in XLPE exposed to DC (of both polarities) and 50 Hz AC voltages has been analysed in a wire-plane electrode geometry using real-time optical detection and microscopic observations. It has been found that treeing mechanisms differ between AC and DC stresses. For AC voltage, the tree initiation and growth is easily observable in real time during the testing. In the case of DC stress a complete breakdown of the XLPE occurs before electrical trees can be discerned with the use of CCD camera. However, in the microscopic observations of the specimens, very fine tree structures can be distinguished. The effect of voltage ramping rate was also analysed. For AC stress, the faster ramping results in a higher tree inception voltage. The opposite trend is true for DC stress, where the faster ramp results in a lower breakdown voltage level. When comparing the effect on polarity of the DC breakdown voltage, negative polarity results in higher voltage levels than positive polarity.
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| 36. |
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| 37. |
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| 38. |
- Johansson, Inge, 1952-, et al.
(författare)
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Learning and knowledge development in preschool teacher education and practicum
- 2012
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Ingår i: Early Child Development and Care. - London : Routledge. - 0300-4430 .- 1476-8275. ; 182:7, s. 907-920
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Tidskriftsartikel (refereegranskat)abstract
- In Swedish teacher education, all preschool teacher students have to include a school-based element and to take part in a local educational practice, in a preschool or in another form of educational setting, such as a preschool class or after-school recreation centre. In this study, we have asked a group of supervisors about their perception of the content in learning, knowledge development and supervision and also what is going on in learning and knowledge development situations in practice. The theoretical bases for our analysis are theories of interaction and intersubjectivity. The results show that the content of learning and knowledge development is highly integrated with the situation and practice. A preschool teacher student's learning is understood by the supervisors as something that occurs in interaction, where children and preschool teachers are of great importance. The content of learning is related to practical exercise, observation and reflection together with other preschool teachers. Trying new theories and being curious are also associated with learning.
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| 39. |
- Johansson, Inge, et al.
(författare)
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Learning and participation : two interrelated key-concepts in the preschool
- 2010
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Ingår i: European Early Childhood Education Research Journal. - : Informa UK Limited. - 1350-293X .- 1752-1807. ; 18:2, s. 229-242
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Tidskriftsartikel (refereegranskat)abstract
- At the European Early Childhood Education Research Association (EECERA) conference in Prague in autumn 2007, an international network of teacher trainers and researchers was formed to discuss and investigate what learning and participation meant for preschool teacher students and staff who work with young children. In Sweden, the first of these exploratory studies was conducted at Malardalen University and Stockholm University, and 56 preschool teachers and 56 preschool teacher students participated. The study was carried out with the critical-incident method. The participants were asked in a critical-incident questionnaire about how they understood the concepts of and relationship between learning and participation. Questions also were constructed so that the participants had the opportunity to link the concepts of learning and participation in a real situation in preschool. The results show that preschool teachers and preschool teacher students define the meaning of learning and participation in a similar way. It also showed that learning and participation are clearly related to each other.
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| 40. |
- Johansson, Inge, 1952-, et al.
(författare)
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Lärande och delaktighet i förskolan
- 2012. - 1
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Ingår i: Kritiska händelser för lärande i förskolan. - Lund : Studentlitteratur. - 9789144071978 ; , s. 93-
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 41. |
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| 42. |
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| 43. |
- Johansson, Inge, et al.
(författare)
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Practitioner oriented research as a tool for professional development
- 2007
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Ingår i: European Early Childhood Education Research Journal. - : Informa UK Limited. - 1350-293X .- 1752-1807. ; 15:2, s. 151-166
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to analyse how a model for practitioner-oriented research can be used as a tool for professional development in the preschool. The focus of interest is the type of knowledge that is formed when researchers and preschool staff cooperate on local projects, and what this new knowledge means for the images of professional competence among staff and their regard to the research concept. The intention was to gain useful knowledge from experiences critically reflected in a team, related to theory and tested in local practice. The participants consisted of fifteen working-teams from preschools in two Swedish cities, together with three university-based researchers. After an introduction from the researchers, each team chose a theme. This was grounded in their local practice and was done over a period of eight months. During this period, the staff regularly met with each other in mixed groups and had supervision from the researchers. The results from the projects were documented and presented for all participants. The researchers further analysed these documents. Before and after the project, participants were asked to complete a questionnaire and were interviewed once. The results showed that the staff generally had a positive picture of the relevance of research-based knowledge for their developmental work, and increased their ability to use the group for constructive critical reflection on their professional work in preschool. The results are also discussed in relation to theories of group learning and situated learning.
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| 44. |
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| 45. |
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| 46. |
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| 47. |
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| 48. |
- Jonsson, Kristina, 1970-, et al.
(författare)
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Samtal om värdegrunden för att främja barns sociala lärande i fritidshemmet
- 2020
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Ingår i: Förskollärares egen forskning. - Lund : Studentlitteratur AB. - 9789144140599 ; , s. 150-166
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Bokkapitel (populärvet., debatt m.m.)abstract
- För fritidshemmet betonar policydokument att elever ska stöttas särskilt utifrån det sociala lärandet. Elevers sociala lärande kan tolkas utifrån det som i läroplanen beskrivs som arbetet med skolans värdegrund. Värdegrundsarbetet är en central del av uppdraget och i läroplanen betonas även vikten av att personal är aktiva och medvetna i sitt uppdrag. Detta kapitel baseras på en studie, vars syfte är att belysa fritidshemspersonals perspektiv på arbetet med socialt lärande i fritidshemmet. Sammanlagt gjordes fyra gruppintervjuer med totalt 21 fritidspersonal, på deras respektive arbetsplatser. Resultatet visar skilda perspektiv på hur personalen förhåller sig till att samtala om värdegrundsarbetet och hur de beskriver sin verksamhet utifrån det. Dels visar sig en uppfattning om värdegrunden som underförstådd och att den inte är nödvändig att samtala om. Dels framträder bilden av en verksamhet med en uttalad medvetenhet om betydelsen av de kollegiala samtalen som grund för arbetet med att kontinuerligt främja elevers sociala lärande. Utifrån dessa perspektiv diskuterar vi kollegiala samtal som en del av ett didaktiskt reflekterat värdegrundsarbete i fritidshemmet.
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| 49. |
- Jonsson, Kristina, 1970-
(författare)
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Socialt lärande - arbetet i fritidshemmet
- 2018
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to contribute with knowledge about the leisure time centre staff’s perspectives on their work, specifically focusing on pupils’ social learning. The interest is directed at the Swedish leisure time centre for the public school’s early years. Two research questions were used to reach the aim. The first question concerns the knowledge and abilities by staff considered important in pupils’ social learning. The second question concerns the staff’s work with promoting these knowledge and abilities. With a standpoint in the staff’s descriptions, focus was to highlight what they consider as important work, as well as how and why the activities are directed the way they are. The study has been conducted as an interview study, with leisure time centre staff participating in group interviews. The theoretical point of departure is Bronfenbrenners bioecological systems theory. Through that the leisure time centre activities can be understood as the interaction of different factors, influencing and controlling the staff’s decisions concerning, both direct and distant.This licentiate thesis consists of two publications. The first publication, the anthology chapter Social learning in the leisure time centre: staff perspectives (Jonsson, 2017), answers the question of what knowledge and abilities staff consider important in social learning. The second publication, Promoting social learning in the Swedish leisure time centre (Jonsson & Lillvist, re-submitted) answers the question of how social learning is promoted and why the activities are directed the way they are.The results show consistent descriptions of what is considered important in pupils’ social learning. The pupils’ common and individual security is, by the staff, considered to be the basis of social learning and with that in focus, empathy, communication and responsibility are outpointed as important factors. Responsibility is particularly emphasised and the staff stress the pupils’ ability to take responsibility of their words and actions, which in turn is said to be facilitated by the pupils’ empathic ability. The various factors can thus be regarded as interacting in pupils’ social learning.Collaborative activities are stressed as beneficial and the staff see their own indicative role as important. In this the daily dialogue with the pupils is emphasised. However, the structural conditions appear to be partly obstructive. Further appearing is the staff’s perspective of social learning as a topic not needed to be talked about, based on the belief that the everyday practice is grounded on shared values.The implications of the study are that social learning needs to be discussed, both in the immediate working group with the support of the principal, as well as at municipal and national level.
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| 50. |
- Jonsson, Kristina, 1970-
(författare)
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Socialt lärande i fritidshemmet : En intervjustudie med fritidshemspersonal och fritidshemsrektorer
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis is to investigate social learning in the Swedish school-age educare (SAEC), based on the descriptions of the SAEC staff and SAEC principals. The results are based on two sub-studies. Sub-study 1 was conducted with SAEC staff, with a total of 21 persons divided into four groups. This sub-study sought answers to what knowledge and abilities the SAEC staff consider to be important for pupils in their work with social learning in the SAEC, and what appears to be significant in the work to promote pupils’ social learning. In the second sub-study, the focus is on the principals’ descriptions. Initially, seven principals in the SAEC for the early years were interviewed individually. Thereafter, six of them participated in a series of group interviews. This sub-study aimed to answer the questions of what characterises social learning in the SAEC in the principals’ descriptions, and what vision for social learning in the SAEC, is expressed by the principals.The data were analysed abductively, using Bronfenbrenner’s bioecological system theory. The analysis highlights the factors that impact the work in the SAEC and how they interact. The theory thereby contributes to an understanding of what affects the work of social learning in the SAEC. This enables a didactic understanding of the SAEC’s activities, and how social learning for pupils is enabled in the SAEC, based on what is expressed by the SAEC staff and the principals. The results show that both the SAEC staff and the SAEC principals have a pupil-centred view of social learning. However, their views differ somewhat, since the SAEC staff mainly describe social learning from the point of view of daily SAEC activities, while the principals have a wider perspective. They describe the work of social learning as a part of a societal assignment. The SAEC activities are influenced by both close and distant factors concerning leading, planning for, and conducting the activities. Some of them have didactic consequences, which can affect how social learning is facilitated for the pupils. Furthermore, visions for social learning are shown in terms of the SAEC and the compulsory school as being one unit, with a teaching culture as the basis of the work. This shows that social learning should be considered as an area for education, which points out the importance of consciously reflected activities in the SAEC. Collegial discussions can be important for this, not just for the SAEC staff, but also for the principals leading the SAEC.
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