| 1. |
- Garvis, Susanne, 1981
(författare)
-
An Explorative Study of Skilled Immigrant Mothers' Perspectives Toward Swedish Preschools
- 2021
-
Ingår i: Journal of Research in Childhood Education. - : Informa UK Limited. - 0256-8543 .- 2150-2641. ; 35:3, s. 389-398
-
Tidskriftsartikel (refereegranskat)abstract
- While the majority of children in Sweden attend preschool, children of immigrant background have lower enrollment rates. Limited research has explored why immigrant families do not attend preschool. This study helps to fill this void by exploring the perspectives of 10 skilled immigrant mothers who do not send their children to preschool. Data were collected from semi-structured interviews with 10 mothers (via a convenience sample), before a themed analysis was conducted. Findings suggest the skilled immigrant mothers had concerns about child safety, their child's language development, and developing the home culture. Findings are important for policymakers and administrators wanting to increase preschool attendance rates for children from immigrant backgrounds.
|
|
| 2. |
- Garvis, Susanne, 1981, et al.
(författare)
-
Gifted and Talented Aboriginal Students in Australia
- 2021
-
Ingår i: Handbook of Giftedness and Talent Development in the Asia-Pacific. Smith, Susen R. (red.). - Singapore : Springer. - 9789811330407
-
Bokkapitel (refereegranskat)abstract
- In Australia, gifted and talented Aboriginal students have been identified as the most educationally disadvantaged group in the education system. Suitable provision and the accommodation for inclusion of gifted Aboriginal students are needed across all states and territories in Australia, with appropriate identification and gifted programs. In this chapter we provide an overview of Australian research and critique policies and practices from states and territories across Australia. We start with the assumption that giftedness in aboriginal people ‘is realized and must be supported in the contexts of collective action in which it emerges’ (Christie, High Abil Stud 23:39–41, 2012). These contexts integrate critical thinking and cultural values in decision-making and are based on a whole-system view of knowledge. We also acknowledge the importance of working with Aboriginal communities in local contexts to create understandings of knowledge specific to cultures. We conclude that authorities and government agencies work to ensure that the practices around Australian schooling enhance rather than undermine the always ongoing traditional collective practices of remaking strong Aboriginal culture. This starts with a long overdue and fundamental change to the provision of education for gifted and talented Aboriginal students. In our final thoughts, we suggest five steps forward for authorities and agencies to support gifted and talented Aboriginal students.
|
|
| 3. |
- Garvis, Susanne, 1981, et al.
(författare)
-
Quality Improvement and Preschool Teacher Competence in Sweden
- 2021
-
Ingår i: In: S. Garvis & H. Lenz Taguchi (eds). Quality Improvement in Early Childhood Education.. - Cham, Switzerland : Palgrave Macmillan. - 9783030731816 ; , s. 127-143
-
Bokkapitel (refereegranskat)abstract
- The purpose of this chapter is to investigate some aspects that influence the quality of Swedish preschools via reviewing studies on preschool quality in Sweden. According to the Swedish school law, which entered into force on 1 July 2011, preschool is a separate school form and is part of the educational school system. In recent years, there has been concern that quality in Swedish preschools is declining. Studies have reported on increasing group sizes within preschools, stress among preschool teachers, child stress and a low quality of activities that require adult involvement, interaction and communication with the children in terms of teaching, which affects preschool quality (Sheridan et al., Educational Research, 56, 79–397, 2014; Williams et al., Scandinavian Journal of Educational Research, 6, 696–711. https://doi.org/10.1080/00313831.2018.1434823, 2018). Furthermore, inequality has increased and children’s rights to a good and equal start in life have deteriorated (Persson & Tallberg Broman, Hög sjukfrånvaro och ökad psykisk ohälsa. Om dilemman i förskollärares uppdrag [High sickness absence and increased mental illness. About the dilemma in preschool teachers’ assignments]. Rapport. Malmö: Avdelningen för kvalitet och myndighet, förskoleförvaltningen, Malmö Stad, 2019). In Sweden, education equality is viewed through the lens of ‘equivalence’. This means that all children should be offered a place in high-quality preschools, and that children from any background can reach their full potential. The chapter will conclude with suggestions for moving forward to enhance preschool quality in Sweden through a deeper understanding of how early childhood education and care can support children’s development and learning outcomes (Siraj et al., Asia-Pacific Journal of Research in Early Childhood Education, 13, 49–68, 2019).
|
|
| 4. |
- Karlsson Lohmander, Maelis, 1947, et al.
(författare)
-
A Competent Workforce. Reflections on Shifts and Transformations in Swedish Early Childhood Teacher Education.
- 2021
-
Ingår i: In: Boyd W., Garvis S. (eds) International Perspectives on Early Childhood Teacher Education in the 21st Century.. - Singapore : Springer. - 9789811657382 ; , s. 181-197
-
Bokkapitel (refereegranskat)abstract
- Early childhood education and the qualification of the workforce have received considerable attention in the past decades. In a context where international policy drivers have influenced the Swedish education, preschool teacher education has been subject to several reforms. Issues of quality of preschool education and the qualifications needed to work with young children have often come under scrutiny in both public and political debate. This chapter reflects on major characteristics in the history of Swedish preschool and preschool teacher education with a focus on societal/policy shifts and transformations and on the personnel working with young children and their expected competences.
|
|
| 5. |
- Yngvesson, Tina, et al.
(författare)
-
Preschool and home partnerships in Sweden, what do the children say?
- 2021
-
Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 191:11, s. 1729-1743
-
Tidskriftsartikel (refereegranskat)abstract
- The Swedish preschool curriculum places strong emphasis on the home – preschool partnership and parent engagement in this regard is considered important for reasons such as promoting child well-being and a healthy development. The central target of inquiry of this study was thus to explores the three primary perspectives that interconnect in the preschool – home partnership (child, parent, teacher) and applies this exploration in order to better understand what parent engagement in preschool means to the child. Central to the study was determining the child’s position within the partnership, thus the theoretical framework of Bronfenbrenner’s ecological systems theory was applied. Stories were collected through interviews which highlighted the interconnectedness of the three perspectives and analysed using story constellations. Through identifying harmonies and contradictions in the stories, the construct of children’s, parents and preschool teachers understanding of parent engagement in the Swedish preschool has been investigated, shedding light on the child’s sense of agency within the partnership.
|
|
