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Numrering	Referens	Omslagsbild	Hitta
1.	Axelsson, Annika, et al. (författare) Influential factors on children's reading and writing development : the perspective of parents in a Swedish context 2020 Ingår i: Early Child Development and Care. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0300-4430 .- 1476-8275. ; 190:16, s. 2520-2532 Tidskriftsartikel (refereegranskat)abstract Early reading and writing skills are important in order to develop and succeed, both in school and later on in life. The aim of this study was to shed light on influential factors on children's reading and writing development from the perspective of parents. Bronfenbrenner's bioecological model for human development was adopted as a theoretical framework. The researchers made use of retrospective life-history oriented interviews with 27 parents conducted as part of a larger research project in Sweden. In the interviews, the parents described factors that can be interpreted as being influential. A thematic analysis technique generated nine themes: Child's abilities and engagement; Genetics and parents' abilities; More able siblings and peers; Involved parents and grandparents; Teacher competence, attitude and collaborations; Social climate in preschool and preschool class; Free play and child-initiated reading and writing activities; Toys and books; and Extra support provisions and stimulation. Implications are discussed.
2.	Bergström, Helena, et al. (författare) Swedish media discourses about child sexual abuse in preschools : the best interest of the child and continued trust in male teachers 2020 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 190:12, s. 1878-1886 Tidskriftsartikel (refereegranskat)abstract The framing of news promotes certain interpretations. The representation of a problem in public media thereby affects the idea of what to do about that problem. This article analyses discourses about child sexual abuse (CSA) in preschools, occurring in Swedish printed media 2014–2015, and interprets the effects that the discourses may have on the social practices. ‘The discourse of the best interest of the child and preschool as a good place’ and ‘the discourse of equality as an ideal’ dominate the material, although narratives describe CSA. Solutions to limiting CSA are discussed only rarely.
3.	Brodin, Jane, 1942-, et al. (författare) Improvement of preschool children’s speech and language skills 2020 Ingår i: Early Child Development and Care. - : Taylor & Francis. - 0300-4430 .- 1476-8275. ; 190:14, s. 2205-2213 Tidskriftsartikel (refereegranskat)abstract Many children in preschool have speech and language disorders and a poor communication development, and the need for support is extensive. The aim was to find out if and how reading aloud and storytelling could enhance children’s communication development, the study was interactionistic. Eleven municipal preschools with 23 child units (573 children) participated. A questionnaire containing 15 questions with 54 sub-items was answered on group level by the staff. The results showed that reading aloud and storytelling was used continuously, and the staff believed that the activity would help the children to develop their communication both regarding speech and development of concepts. But this is provided that the staff prioritize literacy in preschool and have knowledge about how to use reading aloud and storytelling to support children’s communication.
4.	Cederborg, Ann-Christin, 1952- (författare) Power relations in pre-school children's play 2021 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 191:4, s. 612-623 Tidskriftsartikel (refereegranskat)abstract As few studies have investigated how pre-school children produce and negotiate social positions when powerful positions are claimed, this study explores how 3–5 year-old children construct the social order of peer play when balancing the power game within the interaction. This is a video documented ethnographical case study where the methodology used is inspired by conversation analysis. The ﬁndings are that young children, just like older children, can build up and maintain asymmetrical relations during play by jointly co-constructing status positions through their use of language, body space and objects. The subordinates display legitimation of power when their superior playmate utilizes obvious tools to act and maintain their high-status position. However, positioning themselves in power play may imply that they have to endure unpleasant and unfriendly treatment, and this experience provides knowledge of how to dominate others and act from subordinate positions, where some are ‘marginalized and others privileged’.
5.	Cederborg, Ann-Christin, 1952- (författare) Young children's play : a matter of advanced strategies among peers 2020 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 190:5, s. 778-790 Tidskriftsartikel (refereegranskat)abstract This study explores how 3–5 year-old children negotiate participation rights during peer play in a preschool in Sweden. The interest is on how they build relations moment-by-moment. I specifically analyze how they negotiate participation rights with a focus on how they include and exclude each other in the ongoing activity. This is an ethnographic study, and the method is inspired by conversation analysis where the verbal and non-verbal interaction is studied sequentially. The findings are that even very young children are capable of advanced social acts when playing together. Such capacities may include face-threatening acts but also solidarity towards one or more participants. It is important that face-threatening strategies are recognized and addressed as soon as possible because children can need help to find alternative ways to behave when in conflict with one another. Otherwise there is a risk that such strategies, when repeated, cause harm to those children exposed.
6.	Dahlström, Helene, et al. (författare) Prerequisites for emergent literacy in Swedish preschools 2023 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 193:13-14, s. 1417-1433 Tidskriftsartikel (refereegranskat)abstract This study aims to examine preschool literacy practices during observations in Swedish preschools with a focus on environment, read-alouds and emergent writing. The study reported on in this article is based on empirical data from 433 observations in preschools in 80 Swedish municipalities that has been analysed qualitatively and quantitatively. Descriptive analyses have been performed on the quantitative data, and observation notes have been coded and thematically analysed. Five themes were created in the thematic analysis of the qualitative data: differences in accessibility to books, few books in different languages, differences regarding existing reading events, read aloud to calm children, and few existing writing events. The study constitutes an essential basis for knowledge, as well as a prerequisite for future intervention studies and the development of relevant in-service education for preschool teachers. Our conclusion is that there is a considerable lack of equity regarding literacy environments in Swedish preschools.
7.	Eccles, Renata, et al. (författare) Effect of music instruction on phonological awareness and early literacy skills of five- to seven-year-old children 2021 Ingår i: Early Child Development and Care. - : Taylor & Francis. - 0300-4430 .- 1476-8275. ; 191:12, s. 1896-1910 Tidskriftsartikel (refereegranskat)abstract ABSTRACT Multiple studies and systematic reviews have shown that music instruction improves phonological awareness (PA) and early literacy skills in children, although findings vary. In meta-analyses, the reliability and significance of the transfer effect are reduced. The study evaluated the effect of varying durations of music instruction exposure, over a single academic year, on PA and early literacy of young children. Based on the exposure to music instruction, participants were assigned to either a low- or high-exposure group. Additional analyses were conducted for 17 age-matched pairs and to compare participants that only received class music to those that received additional music instruction. Between-groups comparisons showed no significant difference after a single academic year of music instruction. Within-groups comparisons identified more PA improvements in the high-exposure group. Exposure to music instruction for no less than one academic year, is required to conclusively evaluate the effect on PA and early literacy.
8.	Emilson, Anette, 1964-, et al. (författare) Doing belonging in early childhood settings in Sweden 2022 Ingår i: Early Child Development and Care. - : Taylor & Francis Group. - 0300-4430 .- 1476-8275. ; 192:14, s. 2234-2245 Tidskriftsartikel (refereegranskat)abstract The aim of this study is to contribute knowledge about the politics of belonging that is embedded in the educational practice of early childhood institutions in Sweden, with the focus on children's doing of belonging. The research questions are: What appears as important aspects for belonging in everyday children's interactions in the ECE practice? How are positions and borders for belonging negotiated, produced, and reproduced among the children? Yuval-Davis's [(2011). The politics of belonging: Intersectional contestations. London: Sage] theory about the politics of belonging is used as a framework. Data consists of 13 h of video-film of interactions among children at two Swedish ECE institutions. The findings show how the doing of belonging involves an ongoing positioning process among the children, and how the borders for being inside or outside the community are continually constructed and reconstructed. One suggestion is to talk about a glimpse or moments of a sense of belonging.
9.	Haglund, Björn, 1962-, et al. (författare) Everyday practices in Swedish school-age educare centres: a reproduction of subordination and difficulty in fulfilling their mission 2022 Ingår i: Early Child Development and Care. - : Taylor & Francis Group. - 0300-4430 .- 1476-8275. ; 192:2, s. 248-262 Tidskriftsartikel (refereegranskat)abstract Research directed at institutions focusing on diverse aspects of childreńs social and cognitive development outside school is a growing field. This article discusses Swedish school-age educare centres for children between 6–12 years of age before and after school. These centres are regarded as important for young children’s learning and care, although national statistics and an increasing amount of research shows that the preconditions for fulfilling these assignments are not favourable. This case study is based on Giddens’ theory of structuration and studies staff at three educare centres using a mix of different methods, including interviews, observations and vignettes. The staff assert that their work is regarded as subordinate to that of class teachers. This is demonstrated by distant management, a fragmented working day and a lack of time for planning the work. These conditions are seen to affect the quality and the staff´s opportunities to fulfil their mission.
10.	Hassani, Fahimeh, et al. (författare) The physical literacy and children with autism 2022 Ingår i: Early Child Development and Care. - : Taylor & Francis. - 0300-4430 .- 1476-8275. ; 192:3, s. 470-480 Tidskriftsartikel (refereegranskat)abstract Children with autism spectrum disorder (ASD) who have problems such as inactivity and the lack of communication need interventions that enable them to participate in society just like their peers. The purpose of this study was to investigate 'I can have physical literacy' programme (ICPL) on physical literacy (PL) in children with ASD. This study was a quasi-experimental study with the pre-test, post-test design, and control group. The intervention programme was based on ICPL and the Canadian assessment of physical literacy (CAPL). The results showed that physical competence (p=.005), daily behaviour (p=.003), motivation and confidence (p=.005), knowledge (p=.001), and PL (p=.005). The intervention is based on the PL effect on physical competence to engage in physical activity (PA), and also embraces more than the body and development of physical skills which includes other factors.
11.	Hjalmarsson, Maria, 1973-, et al. (författare) Compensating for unequal childhoods : practitioners’ reflections on social injustice in leisure-time centres 2020 Ingår i: Early Child Development and Care. - : Taylor & Francis. - 0300-4430 .- 1476-8275. ; :14, s. 2253-2263 Tidskriftsartikel (refereegranskat)abstract In Sweden and other countries, children's everyday lives and educational opportunities depend on their living conditions and class backgrounds. The current study examined the manifestation of issues of social injustice and unequal childhoods in the daily practices of leisure-time centres in Sweden. The empirical data were derived from the written reflections of practitioners enrolled in a continuing education course. The results indicate that leisure-time centres play an important role by compensating for unequal childhoods and other inequalities in the society. The practitioners discussed the importance of the centres’ maintaining supplies of clothing and equipment for children who lack these essentials for participation in outdoor activities. This compensation for unequal childhoods was also expressed through the provision of a free snack every afternoon and free meals during excursions.
12.	Hofslundsengen, Hilde, et al. (författare) The literacy environment of preschool classrooms in three Nordic countries : challenges in a multilingual and digital society 2020 Ingår i: Early Child Development and Care. - : Taylor & Francis. - 0300-4430 .- 1476-8275. ; 190:3, s. 414-427 Tidskriftsartikel (refereegranskat)abstract This study investigates the physical literacy environment of preschools in three Nordic countries. The environments were assessed using an observation protocol in a total of 131 classrooms with children aged between one and seven in Sweden, Norway and Finland. The results showed that children’s books were common and accessible in all three countries. Half of the preschools had a writing centre, and digital devices were available in less than half of them. Multilingual children were present in 82% of the classrooms, but texts and books in the multilingual children’s first languages were rare. Taken together, the results suggest that children’s books were the main gateway to literacy in these preschools, while artefacts supporting writing skills and digital literacy were less common. The findings indicate that the physical environment in these preschools did not reflect the ongoing societal changes towards increased multimodal literacy.
13.	Karlsudd, Peter, 1958- (författare) Agree or disagree? : A comparison of the staff's and parents' perceptions of important factors and goal fulfilment for an inclusive preschool in Sweden. 2023 Ingår i: Early Child Development and Care. - : Taylor & Francis Group. - 0300-4430 .- 1476-8275. ; 193:4, s. 559-573 Tidskriftsartikel (refereegranskat)abstract A Swedish preschool must be adapted to all children, regardless of ethnicity, religion or disability. Inclusion and the children’s sense of participation are essential keywords in this work. The present analysis was based on two studies in which the staff’s and parents’ perceptions of significant factors and goal fulfilment for inclusive preschools in Sweden were analysed. The results of this comparison showed, among other things, that there was an engaging and open-minded discussion climate among the staff and parents regarding inclusion. The staff and parents highly valued the quality of the inclusion work; the parents more so than the staff. Most of the staff and parents thought it was possible to create a sense of belonging among the children in preschool.
14.	Klabbers, Gert A., et al. (författare) Resistance to fear of child birth and stability of mother-child bond 2020 Ingår i: Early Child Development and Care. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0300-4430 .- 1476-8275. ; 190:2, s. 175-184 Tidskriftsartikel (refereegranskat)abstract In order to examine (1) the stability of the mother-child-bond and (2) associations between mother-child-bonding and aspects of maternal-well-being, pregnant women (N = 170) completed measures on well-being and mother-child-bonding at two antepartum and two postpartum time points. We found relatively weak associations between mother-child-bonding at 20 weeks of gestation and mother-child-bonding at 6 months postpartum. Fear of childbirth was weakly, but statistically significantly associated with mother-child-bonding at 6 weeks (but not at 6 months) postpartum. Correlations between antepartum general well-being and social support, on the one hand, and mother-child-bonding, on the other, failed to reach statistical significance. Women with a partner had a better mother-child-bonding at 36 weeks of gestation and 6 months postpartum, than women without a partner, and older women had better mother-child-bonding at 20 weeks of gestation, than younger women. Our findings thus suggest that mother-child-bonding is not a very stable phenomenon, but it is quite robust against potential negative influences of poor maternal mental health.
15.	Larsson, Jonna, et al. (författare) The challenge of conducting ethical research in preschool 2021 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 191:4, s. 511-519 Tidskriftsartikel (refereegranskat)abstract Formal ethical issues for conducting research are highlighted in national and international guidelines. Even if such strategies are grounded in democratic and rights-based values, their implementation may produce challenges. This article foregrounds dilemmas that were derived from fieldwork conducted in preschool settings with children aged one to five years. These settings are viewed as sensitive environments that demand awareness adjusted to a specific context. Through the use of empirical illustrations, children’s voices concerning their participation within a research project and their opportunities to give consent or withdraw are discussed.
16.	Ljusberg, Anna-Lena, 1957- (författare) The concept of pupils´ interests in the context of school-age educare in Sweden 2023 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 193:2, s. 223-234 Tidskriftsartikel (refereegranskat)abstract The governing document of the Swedish SAEC has shifted to becomemore focused on teaching and learning. The updated curriculum (SNAE,2011) added new requirements of the educational programme throughstating that activities should be ‘based on the pupils’ needs, interestsand initiative’ (SNAE, 2011, p. 23). The aim of this study is to explorehow SAEC can reach these goals and what kind of inventory the staff inSAEC use to plan the activity. The study takes its theoretical point ofdeparture from childhood studies (James, Jenks, & Prout, 2015). Themethodology was based on action research and conducted togetherwith eight different teams. The results show that there are differentways to inventory pupils’ interests. Inventories are shaped differentlywhen staff see pupils as co-actors planning the educational programmetogether, or viewing pupils as objects and put in a subordinate position.
17.	Nordberg, Ann, et al. (författare) Approaches and Educational Assessments of Children’s Speech, Language and Communication Development in Swedish Preschools 2021 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 191:14, s. 2188-2203 Tidskriftsartikel (refereegranskat)abstract This study aimed to investigate how 33 preschool teachers’ and 30 special educational needs teachers in Swedish preschools documented and described children’s speech, language and communication development. The views on concepts as ‘scientific basis’, ‘proven experience’ and ways to follow language development for children in need of extra-support were examined. A questionnaire, including open and closed questions on teachers’ work in the preschool practice, provided quantitative and qualitative data. Thus, a mixed method of triangulation was applied with concurrent data collection and analysis. The following themes emerged through the analysis: ‘Reflected’, ‘Unreflected’, ‘Trust/rely on employer’, ‘Uncertain’ and ‘Conviction’. There were various systematic ways to follow the language development of children in need of extra-support. This indicates challenges for preschool professions, as the understanding of the meaning of important concepts varied which entails difficulties trying to work in the preschool practice based on these concepts.
18.	Nordberg, Ann (författare) Aspects of teachers' language and communication support in Swedish preschools after a second phase of implementation 2020 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 192:7, s. 1108-1118 Tidskriftsartikel (refereegranskat)abstract The aim was to investigate the staff’s language support towards children in Swedish preschools after eight weeks of structured language support. This study took place after an initial study of six weeks’ language support. To identify support of Language Learning Environment, Opportunities and Interactions an observation-tool was used. Structured collegial discussions took place about language support strategies. The staff often engaged the children in structured conversations with adults and peers but seldom facilitated interactive book reading. The interactions were now more focused on general learner needs than on advanced language learning such as introducing new complex syntactic and semantic constructions. The staff’s reflections showed that the discussions about the Language Environment items were intertwined with ideas about how to use these items to increase language opportunities and interactions. Accordingly, the staff’s work with language support towards the children had further developed after two phases of professional language support.
19.	Nordberg, Ann (författare) Support of language and communication in the 'Tambour situation' in Swedish preschools 2021 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 191:5, s. 699-712 Tidskriftsartikel (refereegranskat)abstract The aim of this study was to investigate in what ways children's language development could be supported from the staff at Swedish preschools in the 'Tambour situation' (the transition time at the preschool's reception area). The support of Physical Language Learning Environment and Language Learning Interactions were observed for children (1-5 years). Initial video-taped observations were followed by the staff's examination of the language practice. Data were analysed by using an observation-tool, identifying the support of the children's language-use and how it could be further developed. After six weeks another video-taped observation was made and the observations were compared. The Language Learning Environment dimension scored higher than the Language Learning Interactions did. Potentials for increasing the support of language learning were found. These observations turned out to be flexible measures to support teachers developing practices and finding targeting areas for specific actions to improve the children's language and communication.
20.	Palla, Linda (författare) Similarities and variation in preschool special education studies : An overview of main content themes in Nordic research 2020 Ingår i: Early Child Development and Care. - : Taylor & Francis. - 0300-4430 .- 1476-8275. ; 190:5, s. 698-711 Forskningsöversikt (refereegranskat)abstract This review aims to provide an overview of content in Nordic research between 2006–2014 in the field of special education in preschool. More specifically, this review identifies the similarities and variation in and between content in the research. A total of 31 studies were found to be relevant. A summative thematic content analysis was made. The review revealed five main content themes: ‘special education and children in preschool’; ‘inclusion and participation’; ‘relationships, interaction, and cooperation’; ‘special educators’; and ‘special education documentation’. The themes give a better understanding of what content areas are focused on in the field of research. The result of the review points towards a shift in research. This from mainly have focused on individual-based interventions, to have a clearer direction to issues involving occupational groups responsibilities and opportunities in creating a preschool for all children, and concerns related to conditions for inclusion in spatial, social, and educational ways.
21.	Ree, Marianne, et al. (författare) Participation in communities in ECEC expressed in child-educator interactions 2020 Ingår i: Early Child Development and Care. - : Taylor & Francis. - 0300-4430 .- 1476-8275. ; 190:14, s. 2229-2240 Tidskriftsartikel (refereegranskat)abstract The aim of this study is to contribute to knowledge about children’s opportunities to participate in early childhood education and care (ECEC) communities. The study focuses on the communication between educators and children in ECEC settings and how the communication forms condition children’s opportunities to participate in the community. The research questions are: What kind of communication patterns occur in educator and child interactions and how do these influence children’s opportunities to participate in the ECEC community? How can the communication patterns and the opportunities for participation in a community be understood from a lifeworld and a system perspective? Theoretically, the study is based on Habermas’s (1995) social philosophical perspective and the way he views the world from both a lifeworld and a system perspective. His concepts of communicative and strategic action guide the study in the purpose to identify and interpret communication patterns. The data consist of video observations of educators and children in everyday interactions in three Norwegian ECEC institutions. The analysis generated three main categories representing different communication patterns and participation opportunities in the community: (a) controlling communication – limited participation, (b) supportive communication – passive participation, and (c) co-operative communication – mutual participation. The findings show a priority in early childhood education on the individual child and a goal-oriented practice where the educator controls the communication and, by that, the children’s lifeworlds.
22.	Sayers, Judy, et al. (författare) English and Swedish teachers’ perspectives on the role of parents in year one children’s learning of number : manifestations of culturally-conditioned norms 2021 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 191:5, s. 760-772 Tidskriftsartikel (refereegranskat)abstract This paper presents an exploratory study of English and Swedish teachers' perspectives on the role of parents in year one children's learning of number. Drawing on the results of semi-structured interviews, data from each cohort were analysed independently to ensure the cultural integrity of any response categories and the results of this process compared. Two broad themes were identified concerning implicit and explicit forms of parental involvement. The former, manifested similarly across the two cohorts, concerned the importance of parents presenting children with positive attitudes towards mathematics. The latter, incorporating three comparable subthemes, focused on the creation of number-rich home environments, home–school communication and parents' role in the completion of homework. All three subthemes differentiated the cohorts in ways that highlighted teachers' culturally situated perspective on teaching and learning. Some implications are discussed, particularly with respect to the challenge this study poses for developers of cross-cultural survey instruments.
23.	Sujan, AC, et al. (författare) Risk factors and child outcomes associated with short and long interpregnancy intervals 2021 Ingår i: Early child development and care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 191:14, s. 2281-2292 Tidskriftsartikel (refereegranskat)
24.	Söderman Lago, Lina, 1979-, et al. (författare) Children on the borders between institution, home and leisure : space to fend for yourself when leaving the school-age educare centre 2022 Ingår i: Early Child Development and Care. - : Routledge. - 0300-4430 .- 1476-8275. ; 192:11, s. 1715-1727 Tidskriftsartikel (refereegranskat)abstract The study aims to contribute to knowledge of children’s views on theirspace to fend for themselves at a time in their lives when they facechange and decreased institutional care, i.e. in the transition fromorganized to unorganized after-school activities. The study builds oninterviews with 22 children who are about to leave or change afterschoolarrangements and uses the theoretical framework of thesociology of childhood. The results show that children understand the ‘after’ with regard to the transition as a space that provides morefreedom, where they are trusted and where they have more influenceover their own activities. Having greater self-determination is oftendescribed as positive, but it can also be unwanted and seen as a demand.
25.	Vuorinen, Tuula, 1965- (författare) It´s in my interest to collaborate …´- parents´ view on the process of interacting and building relationships with preschool practitioners in Sweden. 2021 Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 191:16, s. 2532-2544 Tidskriftsartikel (refereegranskat)abstract This article aims to explore parents’ perspectives on, and experiences of, home and preschool collaboration in a Swedish context. The research question is: How do parents perceive the process of building good relationships with preschool practitioners? The data consist of interviews with 10 parents with one or more children attending preschool. The research process follows the procedures significant to constructivist grounded theory. In the results, parents stress the necessity of continuity in building trusting and authentic relationships with preschool practitioners in order to shoulder parental responsibilities from afar and facilitate children’s well-being, development and learning at preschool. Parents attempt to create prerequisites for collaboration when choosing a preschool. The relationship-building process is described in different ways; some see it as effortless, while others see it as a struggle.
26.	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.
27.	Åström, Frida, et al. (författare) Everyday environments and activities of children and teachers in Swedish preschools 2022 Ingår i: Early Child Development and Care. - : Taylor & Francis. - 0300-4430 .- 1476-8275. ; 192:2, s. 187-202 Tidskriftsartikel (refereegranskat)abstract How preschool teachers and children spend their time in preschool sets the stage for child engagement and learning. To describe characteristics of environments and activities and to compare child engagement in indoor and outdoor free play, systematic observations of children and teachers were performed in 78 Swedish preschool units. Results showed that indoor and outdoor free play were the main activity settings. Children interacted as much with other children as with teachers. The content focus was dominated by non-pretend play, construction, art and music, followed by pretend play and academic contents. Child engagement was significantly higher in free play indoors compared to outdoors. Teachers engaged in varied tasks, but their central task was managing. Teachers were typically in proximity to small groups of children, or by themselves, and mostly talked to or listened to a single child. Findings are discussed in relation to the preschool curriculum and future research needs.

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