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| 2. |
- Pramling, Ingrid, 1946
(författare)
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Barnomsorg för de yngsta. En forskningsöversikt
- 1993
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- I denna bok redogör Ingrid Pramling för nya insikter och rön om barns utveckling och lärande, barns lek, pedagogens roll och utvärdering av daghemsvistelse. Hon tar upp innehåll och metoder i förskolepedagogiken och kompletterar med exempel, kommentarer och praktiska konsekvenser för arbete med små barn. Intresset och insatserna för de yngsta barnen i barnomsorgen har under de senaste åren kommit i skymundan eftersom uppmärksamheten i hög grad riktats mot de äldre förskolebarnen och barnen i skolbarnsomsorgen. Med denna skrift vill Socialstyrelsen föra in småbarnspedagogiken i diskussionen och den allmänna pedagogiska debatten. Det finns idag en omfattande forskning, både svensk och utländsk, med hög relevans för arbete med små barn i grupp. BARNOMSORG FÖR DE YNGSTA vänder sig till alla dem som på olika sätt är engagerade i verksamheter för de yngsta barnen i barnomsorgen - förvaltningspersonal, föreståndare, personal i daghem och öppen förskola. Boken bör också vara av intresse för lärare och studerande i grundutbildningarna.
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| 4. |
- Pramling, Ingrid, 1946, et al.
(författare)
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Children's understanding of a tale
- 1993
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Ingår i: Paper presented at the conference "Issues in Australian childhood", Brisbane, Australia, 23-25 September.
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Konferensbidrag (refereegranskat)abstract
- In this study, the tale of The Giving Tree by Shel Silverstein, was read aloud to 93, 6 year old pre-school children who were afterwards asked to make their own drawings of something in the tale. Later they were interviewed about what they remembered of the tale, about their notions about certain details in the tale and also about what they thought children could learn from this tale. In the qualitative analysis of the interview transcripts we found three different ways of recalling the tale, firstly as a narrative recall, where the child recalled a narrative with beginning, episodes and end, secondly as an episodic recall, where the most conspicuous episodes were focused and thirdly as fragmentary recall containing only isolated fragments. In answer to the questions of what children could learn from the tale, some children focused on the tale as an instance of verbal form, as a textual narration of a particular genre. Other children focused more on the content, either on parts of the tale or on an implied thematic message. The children who had been subject to a developmental education focusing the world around them, preferred to recall episodes which were crucial to their understanding of the tale and also had some idea of the meaning of the tale, while children who had been subject to ordinary pre-school activities were more ready to recall the tale with a narrative, and rather focused on the tale as a verbal form; that is, something to read, write, tell or know by heart. Thus, some children focused the tale as something to understand, while other children focused more on the tale as something to know.
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| 5. |
- Pramling, Ingrid, 1946, et al.
(författare)
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Fenomenografi i praktiken
- 1994
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Ingår i: Bidrag till NFPF:s kongress 10-13 mars, Vasa.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 6. |
- Pramling, Ingrid, 1946, et al.
(författare)
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Hapiness and Sadness. Represented in drawings by children in Sweden and the Polynesian Islands
- 1993
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Ingår i: Paper presented at the OMEP Asian-Pacific Region Conference, Osaka, Japan, 23-27 August.
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Konferensbidrag (refereegranskat)abstract
- What appears in children's minds when they think of happiness and sadness? These two contradicting feelings are basic and known to all children in different cultures from an early age. In the present study 120 children aged 4 to 7 have expressed their experiences of happiness and sadness in two drawings. They have also made comments verbally, which either they or their teachers wrote down in the drawings. 60 children are Swedish and 60 are from the Polynesian Islands. Altogether 240 drawings are analyzed with the purpose of distinguishing qualitatively different ways of thinking about happiness and sadness. What children represent on a piece of paper are interpreted as their spontaneous conception of what these two feelings represent. The main results are descriptions and a characterization of the different categories of conceptions expressed. The results are also expressed in terms of frequencies and cultural differences.
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| 7. |
- Pramling, Ingrid, 1946
(författare)
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Kunnandets grunder. Prövning av en fenomenografisk ansats till att utveckla barns förståelse för sin omvärld
- 1994
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- The assumption this approach is based on is that humans act in relation to their way of understanding the world around them (Marton, 1988). How children conceptualise, experience, discern, see, understand the world around them is the ground from which their skills and knowledge originate. This implies that early childhood education should primarily focus on the different ways children are capable of being aware of the various phenomena in the world around them. Above all, we should find out the critical and usually taken for granted, aspects of our ways of experiencing the world around us on which our capabilities for dealing with the world rest. Learning from this perspective is learning to experience the world in particular ways. Phenomenography is seen as the empirical study of the qualitatively different ways in which people experience and understand various aspects of the world around them (Marton, 1981). The approach to early childhood education adopted in the present approach focuses on how children experience and become aware of phenomena in, and aspects of, the world around them. Hence, I call it a phenomenographically oriented approach to early childhood education.
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| 8. |
- Pramling, Ingrid, 1946
(författare)
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Learning about 'The shop'. Approach to learning in preschool
- 1991
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Ingår i: Early Childhood Reseach Quaterly. ; 6, s. 151-166
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Tidskriftsartikel (refereegranskat)abstract
- An approach based on relating to children's lived experiences in order to change their understanding of particular aspects of the world around them is illustrated. In the example presented, the approach was used in two preschool groups learning about "the shop" and was compared to two groups with traditional teaching of the same theme. In total, 70 children aged 5 to 6 years and their teachers participated in the investigation. The children were interviewed three times about "the shop": before the teaching started, immediately after, and 3 months later. The results show that children from experimental groups developed their understanding of relevant aspects of the theme to a far greater extent than children from the control groups.
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| 9. |
- Pramling, Ingrid, 1946
(författare)
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Learning to Learn. A study of Swedish preschool children
- 1990
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- The present study is based on previous research into children's conceptions of learning, which were traced and described in terms of qualitatively different forms of thinking about what they learnt and how learning came about. Another earlier study was devoted to discovering ways of influencing the children's conceptions of their own learning, and positive results were obtained. The purpose of the present study has been to find out if children can learn better (in a qualitatively different way) after being involved in a programme with a specific didactic approach than children involved in more common preschool preschool programs do. The assumptions are that learning is a question of taking the children's perspective and of focusing on developing their conceptions of the various phenomena that are brought up for discussion throughout the preschool year. The specific didactic approach is based on using everyday situations, created by the children or the teacher, and reflecting on them in ways expected to develop the children's conceptions. The children's reflections were encouraged on three levels of generality: about the content, about the structure of the content (many types of "content" or themes have a common basic structure, which has to be conceptualised in order to understand the phenomena), and about their own learning. The didactic approach may be described in terms of a vertical variation in the level of thinking. It is a vertical alternation between the specific and the more general and vice versa. Metacognition is focused on at each of the three levels, that is, how they think about the content, the structure and their learning of the content. This "descriptive-experimental" study comprised four groups of preschool children (in total 76 children between 5 and 6 years of age), with their teachers. Two of the groups, A and B, were experimental, that is, they worked in accordance with the purpose of the study and two, C and D, served as control groups. The method of the study is based on qualitative analysis of clinical interviews (similar to the Piagetian ones), where the purpose is to find similarities and differences in children's understanding of the phenomena discussed. The children's conceptions of learning that were identified from interviews at the beginning of the year were the basic starting point. At the end of the year all groups participated in three learning experiments, involving a story or a lesson and followed by interviews, to see what development, measured in relation to qualitative changes in children's thinking and understanding, had taken place. The results show that the children in the experimental group not only developed their conceptions of learning to a large extent, but also understood the meaning of the messages conveyed in the learning experiments in a better way. The differences are outstanding between the experimental and control groups. In other words, children involved in the specific didactic approach adopted here developed the skill to learn.
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| 10. |
- Pramling, Ingrid, et al.
(författare)
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Lära av sagan
- 1993
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Bok (övrigt vetenskapligt/konstnärligt)
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