| 1. |
- Bevemyr, Mats, 1964-
(författare)
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Children´s use of everyday mathematical concepts to describe, argue and negotiate order of turn
- 2014
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Ingår i: Educare. - Malmö. - 1653-1868 .- 2004-5190. ; :2, s. 63-87
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Tidskriftsartikel (refereegranskat)abstract
- In this paper expressions that children themselves use to describe rela- tionships between phenomena in the world, is - when placing a mathe- matical gaze on them- viewed as everyday mathematical concepts. The aim of the paper is to illuminate children ́s use of everyday mathematics in their social interaction. More specifically, the aim is to show in detail how four- to five-year-olds use everyday mathematical concepts to de- scribe, argue and negotiate order of turn, in this case in their interaction around a computer at a Swedish preschool. The case study is based on five 4 to 5 year old children ́s activities involving a computer at a munici- pal preschool in Sweden. The children ́s interaction around the computer was video recorded and analyzed in detail from a participant-oriented perspective on interactional conduct. The analysis shows that the chil- dren use various expressions that can be interpreted as everyday mathematical concepts as communicative cultural tools in their social interaction. Furthermore, the results show that the children have actual use for these concepts in their argumentation for order of turn, and that the concepts they use seem to be most sufficient in their argumentation in this situated activity. A conclusion is that the everyday mathematical concepts used in the analyzed activity can form a foundation for develop- ing more formal mathematical concepts.
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| 2. |
- Lundblad, Thomas, et al.
(författare)
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Dialogic manifestation of an augmented reality simulation
- 2013
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Ingår i: EDUCARE. - Malmö : Fakulteten för lärande och samhälle, Malmö högskola. - 1653-1868 .- 2004-5190. ; 2, s. 45-63
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we focus on the use of a combination of socio-scientific issues (SSI) and simulations. We have developed an augmented reality (AR) simulation called Transformer. The SSI narrative in Transformer concerns an electric transformer station situated in an area close to a planned new campus. Students’ task is the issue if it is advisable to build a campus area. The simulation is organized as a role-play. The students take part in groups, playing one of five different roles.The aim of this study is to explore students’ ways of using knowledge in relation to the AR simulation. We investigate how students integrate science and other knowledge in the debate constituting the final part of the role-play. The study is a part of a research process, guiding the researchers to further develop Transformer.The study showed that students justified their positions using scientific evidence and information collected through their own efforts outdoors in the real and actual environment where the AR simulation was situated. Students kept the controversy that existed between the different roles alive throughout the debate and stayed focused on the issue in question. We argue that this is due to the situated context achieved through the simulation.
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| 3. |
- Markström, Ann-Marie, 1956-
(författare)
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"Soft governance" i förskolans utvecklingssamtal.
- 2011
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Ingår i: Educare. - Malmö : Malmö högskola Fakulteten foer Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :2, s. 57-75
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Tidskriftsartikel (refereegranskat)abstract
- According to the Curriculum for the Swedish preschool, parent-teacher conferences are important practices in the intermediate sphere and in the relations between home and preschool. This article draws on a study in which the overall aim is to explore how parent-teacher conferences are constructed and used in the Swedish preschool. Using transcripts of audiotaped episodes from parent-teacher conferences, the analysis reveals that the interactions are charactarised by formality in accordance with institutional talk in other institutional settings, but also to a large extent of informality. Additionally, the analyses show that the parent-teacher conferences are characterized by a “soft governance” both in terms of their contents (what) and its form (how). The teachers use various communicative techniques that govern the conversation: closeness and intimacy, the use of anecdotes, references to the common interest of the child, element of humor and laughter, and seemingly neutral questions. In this article it is also discussed how soft governance are used in the construction and assessment of a desirable preschool child and parent. Keywords: assessment, parent-teacher conference, preschool, soft governance
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| 4. |
- Simonsson, Maria, 1960-, et al.
(författare)
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Att börja på förskolan. Exempel på barns sociala samspelsprocesser under inskolningen
- 2010
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Ingår i: Educare- vetenskapliga skrifter. - Malmö : Lärarutbildningen, Malmö Högskolan. - 1653-1868. ; :1, s. 53-72
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Tidskriftsartikel (refereegranskat)abstract
- This article is about newcomers “doing” of the reception period at preschool. The study has an ethnographic approach, which is motivated from the new sociology of childhood (James & Prout, 1990) but also from actor-network theory (van House, 2003). The data consists of 17 hours video-recordings in a Swedish preschool context with focus on two newcomers; one boy (1:6) and one girl (3:1).Our data shows that in the processes of “doing” reception period, building of networks is important. We found that the newcomers were involved in three different kinds of networks: (1) newcomer-pedagogue-preschool; (2) newcomer-artefacts-preschool, and (3) newcomer-peers-preschool.The findings suggest that in the construction of their social lives at preschool, the newcomers rely on both human (pedagogues, peers) and non human entities (artefacts, norm systems). With reference to our findings we argue that newcomers are active in the construction of their lives from the first day at preschool. However, individual children seem to need some help in finding possible positions in existing networks. Building networks involve developing competencies needed to be regarded as a preschool child but also to find out the norm systems and orderings of the preschool.
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