| 1. |
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| 2. |
- 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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| 3. |
- 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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| 4. |
- 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
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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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| 5. |
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| 6. |
- 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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| 7. |
- 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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| 8. |
- 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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| 9. |
- Kuisma, Maria, et al.
(författare)
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Preschool teachers' and student preschool teachers' thoughts about professionalism in Sweden
- 2008
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Ingår i: European Early Childhood Education Research Journal. - : Informa UK Limited. - 1350-293X .- 1752-1807. ; 16:2, s. 186-195
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Tidskriftsartikel (refereegranskat)abstract
- This article discusses the different ways in which students and preschool teachers at two Swedish universities interpret the concept of professionalism. Data for this article are drawn from a study conducted in two different urban areas of Sweden which explored the following four questions: (1) What does the concept of professionalism imply for preschool teachers and students? (2) What does a professional teacher do in a preschool/school/after-school recreation centre? (3) How is professionalism developed? (4) What does preschool teachers' professionalism mean in comparison with professionalism in other closely related professions such as day-care attendants or recreational pedagogues? The survey was conducted using a questionnaire that students completed during a lesson at the university and by their supervisors at preschools. Data from the study are interpreted against a theoretical background that problematises the concept of 'professionalism' within the societal context of preschools in Sweden.
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| 10. |
- Lillvist, Anne, 1978-, et al.
(författare)
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Early childhood education in Sweden : Policies, curriculum, quality and future challenges
- 2018
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Ingår i: Handbook of International Perspectives on Early Childhood Education. - New York, NY: Routledge, 2018. : Taylor and Francis. - 9781317203629 - 9781138673021 ; , s. 341-349
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The first Swedish preschool for young children was established in 1836 to provide a practical solution to the problem of child supervision during the Industrial Revolution. During this period of intense industrialization, women began working in urban factories and thus required daytime childcare. A century later, in the 1930s, the Swedish idea of family policy was challenged by sociologists Alva and Gunnar Myrdal. They had a political vision of public childcare and championed a scientific approach to child development. A social pedagogical preschool was developed, emphasizing children’s right to an inspiring environment outside of the home. National reforms were implemented, establishing child health centers, child benefits for all children, and municipal grants for preschool teachers’ salaries.
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| 11. |
- Lillvist, Anne, 1978-, et al.
(författare)
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Early childhood education in Sweden : Policies, curriculum, quality and future challenges
- 2018
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Ingår i: Handbook of International Perspectives on Early Childhood Education. - New York, NY: Routledge, 2018. : Routledge. - 9781138673021 - 9781317203629 ; , s. 341-349
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The first Swedish preschool for young children was established in 1836 to provide a practical solution to the problem of child supervision during the Industrial Revolution. During this period of intense industrialization, women began working in urban factories and thus required daytime childcare. A century later, in the 1930s, the Swedish idea of family policy was challenged by sociologists Alva and Gunnar Myrdal. They had a political vision of public childcare and championed a scientific approach to child development. A social pedagogical preschool was developed, emphasizing children’s right to an inspiring environment outside of the home. National reforms were implemented, establishing child health centers, child benefits for all children, and municipal grants for preschool teachers’ salaries.
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| 12. |
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| 13. |
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| 14. |
- Sandberg, Anette, 1955-, et al.
(författare)
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Barndomens lekmiljöer - förr och nu
- 2008
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Ingår i: Miljöer för lek, lärande och samspel. - Lund : Studentlitteratur. - 9789144029115 ; , s. 13-36
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Bokkapitel (populärvet., debatt m.m.)
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| 15. |
- Sandberg, Anette, 1955-, et al.
(författare)
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Dimensions of childhood play and toys
- 2008
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Ingår i: Asia-Pacific Journal of Teacher Education. - : Informa UK Limited. - 1359-866X .- 1469-2945. ; 36:2, s. 135-146
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to describe and analyse play through a contemporary historical perspective, based upon pre-school teachers’, studentsmajoring in education, and teacher education students’ descriptions of memories from their childhood regarding play and toys. The overall method is retrospective. The data consists of 111 interviews with pre-school teachers andstudents. When comparing younger and older participants’ memories of play, the increased welfare, women’s entry into working life, urbanisation, secularisation and an increased range of media, all stand out as differentiating factors. These changes in society are partly reflected in the external conditions of play, but also in play content.
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| 16. |
- Sandberg, Anette, 1955-, et al.
(författare)
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Drawings and Conceptions of Play by Children Ages 7-12.
- 2008
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Ingår i: <em>Early Childhood Education: </em>. - New York : Nova Science Publischers, Inc. - 9781604563795 ; , s. 127-142
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- There is a large research project at Mälardalen University, Sweden concerning memories of play that used an elaborated material for adults, to which this study is connected (Sandberg, 2003). This chapter reports the findings which memories of play children aged seven to twelve retain, and their definition of play. The research questions were: What occurs in the memory of play? What content did play have in their childhood? How is play described? Does one play alone or with others? Are there differences in play between boys and girls? This qualitative study, featuring phenomenographic, uses drawn memories of play from 115 children aged 7-12 to get their concept of play, in order to get an understanding of play, and describe it as the children see it. Children of both sexes participated drawing memories from 3-6 years old and their present age, further writing down their definition of play. The result shows that play is seen as something positive and fun though difficult to describe in words. Memories of play from both periods consist of objects to play with, which can be divided into real and temporary toys. In the 3-6 year period real toy made for the purpose of play, dominate for both indoors and outdoors. At their present age temporary toys for physical play or activities occur to a larger extent, also spending time with friends doing things instead of playing starts to show. The content of play changes form over time and in the older children’s lives play no longer takes a prominent position. But the concept of what play is still remains.
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| 17. |
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| 18. |
- Sandberg, Anette, 1955-, et al.
(författare)
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Pedagogiskt stöd och pedagogiska metoder
- 2009
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Ingår i: <em>Med sikte på förskolan– barn i behov av stöd</em>. - Lund : Studentlitteratur. - 9789144051192 ; , s. 37-54
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Bokkapitel (populärvet., debatt m.m.)
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| 19. |
- Sandberg, Anette, 1955-, et al.
(författare)
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Preschool – home cooperation in change
- 2008
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Ingår i: International Journal of Early Years Education. - : Informa UK Limited. - 0966-9760 .- 1469-8463. ; 16:2, s. 151-161
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to bring forth preschool teachers’ and parents’ views on both established and future forms of cooperation between the preschool and home. The empirical sample is based on both individual and focus-group interviews. Results show that cooperation mainly revolves around the individual child. The form of cooperation that is the least established among both preschool teachers and parents tends to be the parent council. It is concluded that it is important for preschool teachers to provide varied and rich forms of cooperation, as different forms of cooperation appeal to different parents. With a wide range, there is a possibility to reach all parents.
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| 20. |
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| 21. |
- Sandberg, Anette, 1955-, et al.
(författare)
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Teachers' View of Educational Support to Preschool Children in Need of Special Support
- 2009
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Ingår i: International Journal of Early Childhood Special Education. - Eskisehir, Turkey : Anadolu University. - 1308-5581. ; 1:2, s. 102-116
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to investigate, analyze and describe how preschool teachers experience the educational support for children in need of special support. In this interview study, the preschool teachers emphasize educational support to children in need of special support from two perspectives. In the first perspective, the preschool teachers stated that they don't do anything unique for children in need of special support, versus the view that the children need and receive more help from the staff in everyday preschool activities. In the second perspective, the preschool teachers point out the specific educational support within two themes, indirect and direct support. This study has implications for both practice and theory as it increases the knowledge and understanding about educational support that children in need of special support are offered in preschool today.
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| 22. |
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| 23. |
- Stålberg, Anna, 1976-, et al.
(författare)
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Child-centred Care : Health Professionals' Perceptions of What Aspects are Meaningful when using Interactive Technology as a Facilitator in Healthcare Situations
- 2018
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Ingår i: Journal of Pediatric Nursing. - : Elsevier. - 0882-5963 .- 1532-8449. ; 43, s. e10-e17
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: A prerequisite for child-centred care is children’s participation, which in paediatrics can partly be enhanced by using interactive technology solutions, for instance tablet or smartphone-based applications. These applications, however, mainly target older children. In a research project, a tablet-based application, i.e. a communication tool, was developed, meant to facilitate young children’s participation in healthcare situations. This study explored healthprofessionals’ perceptions of what aspects are meaningful when jointly using such an application in healthcare situations.Design/methods: Using the critical incident technique, 18 qualitative, semi-structured interviews focusing on critical incidents were performed with four health professionals who had used the interactive communication tool together with children in various healthcare situations. The data were analysed according to inductive content analysis.Results: Results showed that the health professionals described the use of the tool as meaningful because it provided information that helped the children increase their participation, modify their understanding of the situations, and reduce their fear. The tool was also perceived to contribute to a common language between the children and the professionals, which improved their overall communication.Conclusion: The introduction of an interactivecommunication tool in healthcare situations seemed to be beneficial for both the children and the health professionals.Practice implications: An interactive communication tool, facilitating both verbal and non-verbal communication, can reinforce children’s participation in healthcare situations and contribute to positive outcomes in the child-professional relationship, as well as in the situation itself.
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| 24. |
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| 25. |
- Stålberg, Anna, 1976-, et al.
(författare)
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Using an interactive communication tool in healthcare situations : Patterns in young children's use of participation cues
- 2019
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Ingår i: Journal of Child Health Care. - : SAGE PUBLICATIONS LTD. - 1367-4935 .- 1741-2889.
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Tidskriftsartikel (refereegranskat)abstract
- This study forms part of a larger project about developing and using interactive technology to facilitate young children's participation in healthcare situations. Children's participation in these situations improves their motivation and situated understanding. Likewise, their participation helps professionals to more fully understand the child's perspective. In the project, an interactive communication tool, that is, an application suitable for tablet use, was developed with children, aged three to five, in two clinical settings. When tested, the children's participation cues, identified from video recordings of healthcare situations, were understood as having curious, thoughtful or affirmative meanings. This study aimed to investigate the similarities and differences in the young children's use of participation cues when using an interactive communication tool in healthcare situations. A secondary analysis of the identified cues was performed focusing on age, setting and examination or procedure. In total, 2167 cues were identified representing either curious, thoughtful or affirmative cues. The curious cues were mainly used (66%), followed by thoughtful (28%) and affirmative (6%) cues. Differences in cue usage were seen in relation to the children's age and setting. Knowing how children may react to common healthcare procedures may help increase healthcare professionals' awareness of the need to support children in an individual and situational way.
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| 26. |
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| 27. |
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| 28. |
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| 29. |
- Ärlemalm-Hagser, Eva, 1958-, et al.
(författare)
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Economic sustainability in Swedish preschools. : Preschool teachers and preschools as political-economic actors
- 2018
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Ingår i: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 27:2, s. 15-36
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to scrutinize education for sustainability (EfS) in Swedish preschools, and especially how preschool teachers have articulated their work with economic sustainability objectives in practice. In this study we used an action-research methodology, and six preschool teachers from three preschools participated in the study. The theoretical framework was guided by critical theory, which was also used as a conceptual tool to explore agency and shared understandings as different ways of dealing with economic sustainability. The findings demonstrated that at the beginning of the project the preschool teachers did not view economic sustainability as part of the preschool’s objectives and activities, or the children’s learning. Nevertheless, in the dialogues between preschool teachers and researchers it became clear that the preschool teachers worked with these issues daily in their routines and in children’s activities and play.
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| 30. |
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