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- Pramling Samuelsson, Ingrid, 1946, et al.
(författare)
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Barns lärande inom musik, poesi och dans
- 2009
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Ingår i: Resultatdialog 2009. Aktuell forskning om lärande. Vetenskapsrådets rapportserie 2:2009.. - Stockholm : Vetenskapsrådet. ; , s. 121-126
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Pramling Samuelsson, Ingrid, 1946, et al.
(författare)
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Konsten att lära barn estetik. En utvecklingspedagogisk studie av barns kunnande inom musik, poesi och dans.
- 2008
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Hur utvecklas barns estetiska förmåga i förskola och skola? Hur får man det estetiska att växa och bli ett pedagogiskt mål i sig, i stället för att bara använda det som ett medel för att förbättra andra förmågor? Den här boken ger nya perspektiv på arbetet med att utveckla barn inom de estetiska områdena musik, poesi och rörelse/dans. Traditionellt ses estetik som ett sätt att utveckla barns kunskaper inom andra områden som språk och matematik, eller som redskap för att gynna barnets sociala och personliga utveckling. Här framhävs istället det estetiska som ett pedagogiskt mål i sig.
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| 3. |
- Pramling Samuelsson, Ingrid, 1946, et al.
(författare)
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The art of teaching children the arts: Music, dance, and poetry with children 2-8 years old
- 2009
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Ingår i: International Journal of Early Years Education. - : Informa UK Limited. - 0966-9760 .- 1469-8463. ; 17:2, s. 119-135
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Tidskriftsartikel (refereegranskat)abstract
- In this article, the theoretical framework of developmental pedagogy is presented as a tool in studying and developing children’s knowing within the arts. The domains of art focused on are music, poetry and dance/aesthetic movement. Through empirical examples from a large-scale research project, we illustrate the tools of developmental pedagogy and show how this perspective contributes to our understanding of children’s learning of music, dance and poetry. More specifically, we will analyse: (a) the important role of the teacher in children’s learning within the arts; (b) the importance of conversing when learning the arts; (c) what constitutes the knowledge, what we refer to as ‘learning objects’, to be appropriated within the three domains of art focused on; and (d) how to conceive of progression in children’s knowing within the arts.
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| 4. |
- Asplund Carlsson, Maj, 1948, et al.
(författare)
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Från görande till lärande och förståelse. En studie av lärares lärande inom estetik
- 2008
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Ingår i: Nordisk Barnehageforskning. - 1890-9167. ; 1:1, s. 41-51
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to analyze teachers’ changing ways of talking about children’s aesthetic learning in the early years as a result of a research and development project. With a point of departure in developmental and variation theory, a praxis oriented project was designed with the aim of finding out whether collaborative talk and meta-cognitive dialogues could contribute to children’s learning of music, dance and poetry. The participating teachers were offered in-service training in order to develop a new way of teaching and new ways of thinking about the curriculum and children’s learning. Interviews with the teachers were carried out at the beginning and the end of the project. The teachers’ learning was expressed in changed ways of talking about aesthetics and learning. From an emphasis on personality development and the teacher’s lack of expertise with the aesthetic subjects as an obstacle, the teachers expressed a view of having become more aware of the concept of learning objects in the aesthetics, of their own role as teachers in directing children’s attention and to listen to children. The teachers thus gained a new way of talking about themselves as teachers and about children’s learning within music, dance and poetry.
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| 5. |
- Davis, J, et al.
(författare)
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Specific recommendations for Early Childhood Education
- 2008
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Ingår i: The Gothenburg Recommendations on Education for Sustainable Development, Adopted November 12. - Göteborg : Chalmers University of Technology and University of Gothenburg.
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 6. |
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Didaktiska studier från förskola och skola
- 2008
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Idag ökar kraven på att förskolan ska vara en pedagogisk verksamhet. Förskollärare förväntas arbeta med att utveckla olika sorters förmågor och kunskaper hos små barn. Förskolan har också en läroplan med strävansmål som ska vägleda verksamheten. Hur kan lärare i förskolan, förskoleklassen och skolans först år arbeta målmedvetet pedagogiskt för att utveckla barns förståelse för olika aspekter av omvärlden? Hur utmanar och hjälper lärare barn att lära och hur svarar barnen på dessa utmaningar? I den här boken beskrivs en teori (variationsteori) om barns lärande, och en modell för hur man kan arbeta med att utveckla barns olika förmågor. Ett antal fallstudier beskriver hur lärare försöker utveckla barns kunnande inom en rad olika områden eller ”kunskapsämnen”: matematik, skrift, musik, fonetik, naturvetenskap och sociala förmågor. De möjligheter och svårigheter som lärare stöter på då de försöker arbeta systematisk och målinriktat med att utveckla små barns kunnande diskuteras.
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| 7. |
- Knutsson, Susanne, et al.
(författare)
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Children’s experiences of visiting a seriously ill/injured relative on an adult intensive care unit
- 2008
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Ingår i: Journal of Advanced Nursing. - : Wiley-Blackwell Publishing Ltd.. - 0309-2402 .- 1365-2648. ; 61:2, s. 154-162
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Tidskriftsartikel (refereegranskat)abstract
- Title. Children’s experiences of visiting a seriously ill/injured relative on an adult intensive care unit Aim. This paper is a report of a study of children’s experiences of visiting a seriously ill/injured relative in an intensive care unit. Background. Little attention has been paid to children’s experiences and needs when visiting a relative being cared for at a high technological adult intensive care unit. Instead, the focus has been on adult’s experiences and needs. Method. In 2004, 28 children (14 girls, 14 boys) aged 4–17 years who had visited an adult relative were interviewed 3 months after the visit. A hermeneutic approach was used when interpreting and analysing the text. Findings. Four themes were generated from the data: It meant waiting, It was strange, It was white and It was good. Waiting was experienced as difficult, increasing the feeling of uncertainty, exclusion and separation, which in turn led to tension and concern. ‘It was strange’ was perceived as unfamiliar but also with interest and curiosity. The experience of the intensive care unit was that it was white. Everything in the patient’s room was experienced as white and gloomy. It lacked joy. ‘It was good’ was stated about the outcome of the visit because through this they were given the opportunity to meet and see the relative by themselves. This evoked feelings of relief and joy. The visit did not seem to frighten the child; instead it generated feelings of release and relief. Conclusion. Children’s experiences of visiting an adult intensive care unit seem to support theories that emphasize the involvement and participation of children in family matters.
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| 9. |
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| 10. |
- Pramling, Niklas, 1973, et al.
(författare)
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Identifying and solving problems: A case study of learning basic mathematics through storytelling in the preschool class
- 2008
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Ingår i: International Journal of Early Childhood. ; 40:1, s. 65-75
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Tidskriftsartikel (refereegranskat)abstract
- In a general sense, the research interest of this article concerns the preschool class, which is an intermediate form of schooling for six-year-olds in Sweden, between preschool and school and their two traditions of ‘play’ and ‘learning,’ respectively. In a more specific sense, the issue of learning one aspect of basic mathematics in this practice is focused on, as a case study. A video-observation of a teacher and children verbally interacting is analysed. The case studied is the use of a story as presenting a mathematical task, where the children are being asked to draw their solutions in the form of an illustration. The empirical question is: What do the children make an issue of, that is, what is the problem as far as the learners are concerned? It is found that (a) the difficulty for the children does not primarily seem to be mathematical but one of co-ordinating one’s explanation to a visual illustration (i.e., a matter of representation), and that (b) making concrete the abstract mathematical principle of division may make it difficult for the learners to distinguish between the two senses of the term (i.e., division as a mathematical operation, and as a practical activity, respectively). The use of a story and the instruction to draw the solution to the task appear to have introduced additional difficulties for children in solving the problem. The implications of the findings for educational practice are discussed.
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