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1.	Alatalo, Tarja, 1961-, et al. (författare) Transition between Swedish preschool and preschool class : a question about interweaving care and knowledge 2016 Ingår i: Early Childhood Education Journal. - : Springer Netherlands. - 1082-3301 .- 1573-1707. ; 44:2, s. 155-167 Tidskriftsartikel (refereegranskat)abstract This study highlights teachers’ experiences with transition from Swedish preschool to preschool class, i. e. from the daycare centre to the formal school. One assumption was that transition activities, to favour continuity in the long-term, need to focus on children’s learning within the target areas that the policy documents specify for preschool. Empirical data were collected through a combination of a questionnaire and interviews. The study shows that transition activities occur between institutions. These are in place to allow for a safe transition for children rather than to allow for continuous and long-term learning in the target areas in the curriculum. Care for children and beliefs about the types of school activities have an impact on the activities and standpoints in the transition processes. Professional assessment of children’s learning and the need for greater consensus within various types of schools in terms of the learning of the individual child in different fields are discussed.
2.	Alkhede, Maria, 1961, et al. (författare) Preschool Children’s Learning Opportunities Using Natural Numbers in Number Row Activities 2021 Ingår i: Early Childhood Education Journal. - : Springer Science and Business Media LLC. - 1082-3301 .- 1573-1707. ; 49, s. 1199-1213 Tidskriftsartikel (refereegranskat)abstract This study analysed how preschool teachers differently enacted the same mathematical activity for preschool children to discern numbers, and how thisaffected the children’s learning opportunities during the activity. The analysis was based on variation theory and Chi’s taxonomy of learning activities. Two Swedish preschool teachers’ enactment of the same mathematical activity for 27 children aged 4–6years was studied. Video recordings of what the children were offered to discern were used in the analysis. The results indicate that variations in how the teachers chose to enact the activity produced two different learning opportunities for the children. Differences in what aspects were made discernible were closely linked to the characteristics of the activity implemented. The enactments differed even if the same game was chosen and the sameamount of time was used in the play-based activity. In one preschool group, there were few opportunities to discern more than the nominal form of numbers; the other preschool group had an activity focused on all number forms simultaneously. In addition, in the latter group, the children had the opportunity to develop equinumerosity. The results suggest that the activity with limited variation was more appropriate for learning with undeveloped knowledge; the children with more developed understanding required a more varied design. This study contributes to the knowledge of how the design of an activity affects children’s learning differently, which is important when planning learning-based preschool activities. © 2020, The Author(s).
3.	Andrews, Paul, 1954-, et al. (författare) Identifying opportunities for grade one children to acquire foundational number sense : Developing a framework for cross cultural classroom analyses 2015 Ingår i: Early Childhood Education Journal. - : Springer Science and Business Media LLC. - 1082-3301 .- 1573-1707. ; 43:4, s. 257-267 Tidskriftsartikel (refereegranskat)abstract It is known that an appropriately developedfoundational number sense (FONS), or the ability tooperate flexibly with number and quantity, is a powerfulpredictor of young children’s later mathematical achievement.However, until now not only has FONS been definitionallyelusive but instruments for identifyingopportunities for children to acquire its various componentshave been missing from the classroom observationtools available. In this paper, drawing on a constant comparisonanalysis of appropriate literature, we outline thedevelopment of an eight dimensional FONS framework.We then show, by applying this framework to three culturallydiverse European grade one lessons, one English,one Hungarian and one Swedish, that it is both straightforwardlyoperationalised and amenable to cross culturalanalyses of classroom practice. Some implications arediscussed.
4.	Backman, Anna, 1974 (författare) When the Sun is Out of the Picture: Exploring a Variation Theory Key to Children's Imagination in a Picturebook Reading Activity 2023 Ingår i: EARLY CHILDHOOD EDUCATION JOURNAL. - 1082-3301 .- 1573-1707. Tidskriftsartikel (refereegranskat)abstract The purpose of this study is to explore a theoretical idea in relation to a body of empirical material from a reading activity involving a picturebook on shadow. The theoretical idea, sprung from variation theory, entails children's discernment through synchronic simultaneity as a key to their ability to imagine. To explore this idea, an analysis has been conducted on how 5-year-olds, in words and actions, express themselves in a reading activity involving The Black Rabbit (Leathers, 2014) in regard to discerning and imagining about shadow as a light phenomenon. Vygotsky describes children's previous experiences as a key to their ability to imagine. The results of this study imply that children's discernment in the moment, with synchronic simultaneity, appears to be another key that unlocks their ability to imagine explicit depictions in a picturebook. The results also show that when children's discernment with both synchronic and diachronic simultaneity (i.e., discernment in the moment and before the moment) is missing, their ability to imagine remains untapped, as none of the keys to their imagination, which might unlock their ability to imagine implicit depictions in a picturebook, are used.
5.	Björklund, Camilla, 1977, et al. (författare) Enhancing Swedish Toddlers’ Learning Opportunities Through Interactions with Pictures and Narrative Designed for Numerical Learning Purposes 2023 Ingår i: Early Childhood Education Journal. - : Springer Nature. - 1082-3301 .- 1573-1707. Tidskriftsartikel (refereegranskat)abstract The aim of this study is to deepen the understanding of how preschool teachers can use representations of different kinds to bring fore the mathematical content that may be afforded in pictures and narrative designed for numerical learning purposes. Seventy-three video documentations of reading sessions with 27 toddlers (1-3 years of age) over the course of three semesters were analyzed with a focus on number-oriented actions that, theoretically, would facilitate toddlers' learning of numbers. In the reading sessions the teachers extended the content of the pictures and the narrative in different ways, and how one and the same picture was handled was shown to impact on what was made possible for the children to discern. Three different objects of learning-identifying numbers, comparing numbers, and operating on numbers-were made visible. Further, the use of gestures strengthened the possibility for the children to make connections within and between representations. This contributes to our understanding of the importance of using representations and gestures with a pedagogical purpose.
6.	Bourbour Hosseinbeigi, Maryam, 1977-, et al. (författare) Putting Scaffolding Into Action : Preschool Teachers' Actions Using Interactive Whiteboard 2020 Ingår i: Early Childhood Education Journal. - : Springer. - 1082-3301 .- 1573-1707. ; 48:1, s. 79-92 Tidskriftsartikel (refereegranskat)abstract This study aimed to explore preschool teachers' actions in order to support children's learning processes in a context where an interactive whiteboard (IWB) is used. Five preschool teachers and 22 children aged 4-6 were video observed in 2017 and early spring 2018 over a period of 5 months. The findings of the study revealed 21 scaffolding actions which preschool teachers used including: Concretizing, Questioning, Instructing, Providing space, Affirming, Providing feedback, Inviting, Watching, Laughing together, Approaching, Standing/sitting beside, Simplifying, Filling in the blanks, Confirming, Participating, Challenging perception, Challenging thought, Explaining facts, Displaying, Explaining solutions, and Referring back. By characterizing teachers' actions in relation to different scaffolding functions, the relationship between action and scaffolding function was particularly clarified. Six of the functions, including recruitment, direction maintenance, marking critical features, reduction in degrees of freedom, frustration control and demonstration were aligned with Wood et al.'s (Child Psychol Psychiatry 17:88-100, 1976) theoretical framework. By identifying two additional functions, i.e., mutual enjoyment and participation in the activity, more importantly the study contributed to the development of Wood et al.'s (Child Psychol Psychiatry 17:88-100, 1976) theoretical framework. It can be said that the findings of the study expanded and deepened our understanding regarding scaffolding processes and the ways they can be implemented in teaching practices.
7.	Brodin, Jane, 1942-, et al. (författare) Early Childhood Educators' Perspectives of the Swedish National Curriculum for Preschool and Quality Work 2015 Ingår i: Early Childhood Education Journal. - New York : Springer Science+Business Media B.V.. - 1082-3301 .- 1573-1707. ; 43:5, s. 347-355 Tidskriftsartikel (refereegranskat)abstract There is today an increasing global interest in early childhood education, especially with regard to curriculum and quality work. The aim of this article is to study preschool teachers’ and child care workers’ views on the revised national curriculum for preschool in Sweden (Lpfö 98, rev. 2010), and if the educators perceive that they can conduct quality work based on the curriculum. This article is based on a web-based questionnaire distributed to all municipal preschool teachers and child care workers (in this study called educators) employed in a small municipality (n = 111). The questionnaire consisted of eight questions with 54 sub-items with five reply alternatives, including ‘don’t know’. The reply frequency was 58.6 % (n = 65). Data were compiled and processed in a computer based program. The results showed that the preschool educators were positive to the curriculum and regarded it as a tool for improving the quality in preschool. The most important factors for increasing the quality were, according to the results, the educators’ attitudes, the number of children in the group and the teacher-to-child ratio.
8.	Eliasson, Sara, et al. (författare) You don’t have to re-invent the wheel to implement technology activities in early childhood education 2024 Ingår i: Early Childhood Education Journal. - : Springer Science and Business Media LLC. - 1082-3301 .- 1573-1707. ; 52 Tidskriftsartikel (refereegranskat)abstract This study on technology education in preschool aims to explore how technology activities in preschool are enacted and what knowledge, related to the five dimensions of the nature of technology, is made possible for the children to learn when inter-subjectivity is established in the interaction between the participants. The empirical data encompass three video-documented technology activities, involving five children and one preschool teacher. Drawing on the five dimensions of the nature of technology by DiGironimo, the participants’ interactions were analysed using interaction analysis. The results showed that the teacher, through well-defined and sensitive orchestration, enacted goal-oriented activities by allowing a play-oriented approach, and that intersubjectivity on technology was established related to four of the five dimensions of technology. The lack of knowledge related to the historical dimension of technology suggests further scrutiny and is discussed as essential in ECE technology education for contemporary children, growing up in high-tech societies.
9.	Enochsson, Ann-Britt, 1956-, et al. (författare) “Everybody has to get a Chance to Learn” : Democratic Aspects of Digitalisation in Preschool 2021 Ingår i: Early Childhood Education Journal. - : Springer Science and Business Media LLC. - 1082-3301 .- 1573-1707. ; 49:6, s. 1087-1098 Tidskriftsartikel (refereegranskat)abstract The aim of this article is to examine the ways in which curriculum goals on digitalisation are viewed in relation to the over- arching democratic mission of Swedish preschools. Groups of preschool staff from three preschools located in different areas were interviewed with the focus on how they discuss democracy and the democratic aspects of digital tools and children’s digital competence, which are concepts used in the curriculum. Collective mind maps – constructed by the participants – were used as focal points in the interviews. The analysis centres on the content of these discussions, but also touches on the ways in which the groups communicated. The findings show that the groups from the three preschools expressed very different views on using digital tools and developing preschoolers’ digital competence, and that these views corresponded with their general views on democracy. The ways in which the groups expressed their views of democracy are also reflected in their discussions with each other. Preschool teachers’ and childcare workers’ own lack of digital competence is mentioned briefly as a reason for not using digital devices by the group using them the least, but this does not seem to be the main reason for their infrequent use of digital media with the children.
10.	Forsling, Karin (författare) Collegial Learning and Digital Literacy Education in a Swedish Preschool 2021 Ingår i: Early Childhood Education Journal. - : Springer. - 1082-3301 .- 1573-1707. Tidskriftsartikel (refereegranskat)abstract This article focuses on preschool teachers’ collegial learning in relation to children's use of digital learning tools in preschool. The aim of the study was to investigate how preschool teachers understand, change, and improve learning situations when digital tools are used, under the supervision of a film educator, a preschool colleague, and a researcher. The results show how five dedicated teachers, without a special interest in digital tools, started using tablets in preschool as a learning tool to achieve the goals in the curriculum regarding communication. The experiment model used in the study is based on design-oriented theories. The design-based experiment provided an opportunity for in-depth reflection among the teachers and a meeting place for collegial learning processes, which can in turn lead to preschool development.
11.	Fridberg, Marie, 1972-, et al. (författare) The role of intermediary objects of learning in early years chemistry and physics 2020 Ingår i: Early Childhood Education Journal. - 1082-3301 .- 1573-1707. ; 48:5, s. 585-595 Tidskriftsartikel (refereegranskat)abstract The overall aim of the present study is to study model-based teaching and collaborative inquiry learning of chemical processes and physical phenomena in preschool, with a specific focus on the verbal communication established between teachers and children (4-5 years old). According to variation theory, learning is always directed at a specific content, called the object of learning. This study aims at highlighting what ‘threatens’ the teacher’s and preschool children’s intersubjectivity during the teaching of chemistry and physics content, and at discussing possible ways to continue the teaching of an object of learning, once sufficient intersubjectivity in a teaching/learning situation has been lost. The result shows the need for the teacher to divide and split a larger object of learning, such as e.g. water purification, into smaller learning steps ‘on the way’ in order to hinder breaks in intersubjectivity that otherwise may arise. We introduce the notion of ‘overarching object of learning’ and ‘intermediary object of learning’, and the intermediary objects of learning identified in this study are categorized as belonging to three different themes: the role of words, the role of theoretical models and science concepts and the role of analogies and abstractions. The teacher’s awareness of intermediary objects of learning as critical aspects for children’s individual learning is crucial for the teaching of everyday science in a preschool setting.
12.	Fridberg, Marie, et al. (författare) The role of intermediary objects of learning in early years chemistry and physics 2020 Ingår i: Early Childhood Education Journal. - : Springer Netherlands. - 1082-3301 .- 1573-1707. ; 48:5, s. 585-595 Tidskriftsartikel (refereegranskat)abstract The overall aim of the present study is to study model-based teaching and collaborative inquiry learning of chemical processes and physical phenomena in preschool, with a specific focus on the verbal communication established between teachers and children (4-5 years old). According to variation theory, learning is always directed at a specific content, called the object of learning. This study aims at highlighting what ‘threatens’ the teacher’s and preschool children’s intersubjectivity during the teaching of chemistry and physics content, and at discussing possible ways to continue the teaching of an object of learning, once sufficient intersubjectivity in a teaching/learning situation has been lost. The result shows the need for the teacher to divide and split a larger object of learning, such as e.g. water purification, into smaller learning steps ‘on the way’ in order to hinder breaks in intersubjectivity that otherwise may arise. We introduce the notion of ‘overarching object of learning’ and ‘intermediary object of learning’, and the intermediary objects of learning identified in this study are categorized as belonging to three different themes: the role of words, the role of theoretical models and science concepts and the role of analogies and abstractions. The teacher’s awareness of intermediary objects of learning as critical aspects for children’s individual learning is crucial for the teaching of everyday science in a preschool setting.
13.	Henriksson, Anna, et al. (författare) Play-Activities with Scientific Content in Early Childhood Education 2023 Ingår i: Early Childhood Education Journal. - : Springer Netherlands. - 1082-3301 .- 1573-1707. Tidskriftsartikel (refereegranskat)abstract This article attempts to address the challenge that preschool teachers face, when integrating a specific content area, science, with play. The study builds on the theoretical framework of Play-Responsive Early Childhood Education and Care (PRECEC), in which teaching, and play are understood as a mutual activity. In this mutual activity, teachers and children signal their participation by shifting between as if (fantasy and fictional worlds) and as is (acquiring knowledge of the world as it is) (Pramling et al., 2019). The empirical data consists of video-observations of a preschool teacher and 1-4-year-old children who participate in activities that incorporate play and scientific content. The video-observations were analysed through studying how and why shifts between as is and as if were made by the preschool teacher. The results show that the preschool teacher made the play shift between as if and as is through different types of actions (voice change and bodily expression). Further, shifts seemed to be made with two aims in sight: science learning and socialisation. In conclusion, the preschool teacher (as a more knowledgeable adult) has an important role in creating a responsive environment and in introducing science content, which does not arise by itself. Implications for preschool teachers and preschool practice are discussed.
14.	Karlsson, Ingrid, 1954-, et al. (författare) Preschool Work Teams' View of Ways of Working with Gender - Parents' Involvement 2008 Ingår i: Early Childhood Education Journal. - : Springer Science and Business Media LLC. - 1082-3301 .- 1573-1707. Tidskriftsartikel (refereegranskat)abstract
15.	Kultti, Anne, 1976, et al. (författare) Bring Your Own Toy: Socialisation of Two-Year-Olds Through Tool-Mediated Activities in an Australian Early Childhood Education Context 2015 Ingår i: Early Childhood Education Journal. - : Springer Science and Business Media LLC. - 1082-3301 .- 1573-1707. ; 43:5, s. 367-376 Tidskriftsartikel (refereegranskat)abstract The study focuses on how young children are socialised in early childhood education practice in activities with and around toys. A premise of this study is the theoretical notion of sociocultural theory that people do things with artefacts and other cultural tools, and tools do things with people. This is captured in the unit of analysis, tool-mediated activities. Two activities, documented by video observations, are analysed. The empirical data are illustrated through images and transcripts, and the analysis is grounded on an interactional approach. The analysis illustrates that play activities in this practice offer opportunities to use toys in individual ways. Yet, the toys also provide ways of participating in activities together with other children when there is a common artefact within the activity, for instance a parking lot for driving cars on. Therefore, even when playing individually and with individual toys, children can participate in a joint activity. How toys mediated knowledge and practice on individual, interpersonal, and institutional planes is discussed. The findings suggest that toys support communication before children have developed verbal language skills and that certain types of tools facilitate both individual and collective use.
16.	Ljunggren, Åsa (författare) Multilingual Affordances in a Swedish Preschool : An Action Research Project 2016 Ingår i: Early Childhood Education Journal. - : Springer. - 1082-3301 .- 1573-1707. ; 44:6, s. 605-612 Tidskriftsartikel (refereegranskat)abstract This article summarizes the work and the main findings of an action research project that was conducted in an early childhood education and care setting in the city of Malmo ", Sweden in the autumn of 2013 and spring 2014. Ronnerman's model (Aktionsforskning i praktiken: for-skola och skola pa vetenskaplig grund [Action research in practice: preschools and schools on scientific basis]. Studentlitteratur, Lund, 2012) for action research was applied, and the article responds to the research question What happens when parents are involved in constructing a multilingual environment through the use of digital tools in the daily activities in preschool? The analysis was performed collectively by a researcher from the Swedish Research Schools for Preschool Teachers; a teacher with graduate diploma in special needs education, specialized in children's language development and the staff from the participating preschool. The children were aged from 1 to 3 years and had different first languages. By following, documenting, and analyzing the children's encounters with digital tools that recorded parents' verbal monologues, three main themes were identified: Moving from a question-answer pedagogy to new ways of interaction, children's awareness of the different languages in preschool, parents' and teachers' feeling of togetherness.
17.	Magnusson, Lena O, lektor, 1963-, et al. (författare) The Entangled Intersection of Children’s and Educators’ Engagement in the Educational Environment of a Preschool 2023 Ingår i: Early Childhood Education Journal. - : Springer. - 1082-3301 .- 1573-1707. Tidskriftsartikel (refereegranskat)abstract The study presented in this article shows some aspects of how children between the ages of three and five and their educators perceive and describe the educational environment in early childhood education in Sweden. The data is generated using pedagogical walk-throughs with the educators and camera tours together with the children. The study is conducted as a case study with three municipalities as cases and shows how materiality, places and relationships appear in the intersection of the educators’ and children’s verbal and visual descriptions of the indoor educational environment. We put diffractive readings to work to follow the entangled inter-connections and the intra-acting agency of the sociomaterial assemblages (Barad, 2007; Fenwick et al., 2011). These assemblages consist of different types of materiality, spatial conditions, the educators’ verbal descriptions, the children’s photographs and their verbal and bodily actions when using the cameras. The findings suggest that children and educators use, engage in and relate to the educational environment and materiality in both different and similar ways. Moreover, the children transform the educational setting organised by the educators as place changers, while materiality constructs places as placemaking materiality.
18.	Markström, Ann-Marie, 1956- (författare) To Involve Parents in the Assessment of the Child in Parent-Teacher Conferences. 2011 Ingår i: Early Childhood Education Journal. - : Springer Netherlands. - 1082-3301 .- 1573-1707. ; 38:6, s. 465-474 Tidskriftsartikel (refereegranskat)abstract This article explores the face-to-face interactions between parents and teachers in parent–teacher conferences in the Swedish preschool. The article highlights how the preschool teacher introduces the conference by using a specific artifact, so-called “strength cards” with words relating to characteristic behaviour and qualities. The theoretical framework is adopted from research of institutional talk and discourse analysis. The empirical material consists of two cases included in a larger study of parent–teacher conferences. The analysis reveals that the talk not only focuses on the assessment of the individual child but also is directed at the cards, the procedure, and the importance of parents being active and involved in learning the procedure. In addition, the cards are used by the teacher as a tool that governs parents towards becoming ‘good enough preschool parents’ who are cooperative and able to categorise and label their own children, that is, follow the institutional discourse. The analysis also shows that parents take control in order to overcome institutional barriers to parents’ involvement.
19.	Masoumi, Davoud, et al. (författare) Mapping Children’s Actions in the Scaffolding Process Using Interactive Whiteboard 2023 Ingår i: Early Childhood Education Journal. - : Springer Science and Business Media B.V.. - 1082-3301 .- 1573-1707. Tidskriftsartikel (refereegranskat)abstract This study aims to examine children’s actions in relation to the preschool teacher’s scaffolding action in a context where an interactive whiteboard (IWB) is used. Over five months, 22 children aged between 4 and 6 years old, along with their five preschool teachers, were video observed. The study of these teaching moments has provided a rich seam of evidence that details the ways children act in relation to their teacher’s scaffolding. The results show that children manifest 12 distinct actions including: Giving short responses, Approaching the IWB to engage in the teaching activities; Explaining, Experimenting; Smiling and laughing; Pointing and showing; Working together; Challenging each other; Solving a problem; Using language in meaningful contexts; Expressing emotions; and Comparing the similarities and differences. By mapping children’s actions in the scaffolding process, which are often undermined or ignored in the existing research, the findings of this study have expanded and deepened our understanding of the scaffolding process and the notion of scaffolding itself. The findings, further, exemplify how just providing support can contribute to early childhood education, since early interventions, such as the ways preschool teachers scaffold children’s actions, are particularly crucial for children’s learning and development. © 2023, The Author(s).
20.	Nasiopoulou, Panagiota, et al. (författare) Conditions for Children’s Language and Literacy Learning in Swedish Preschools: Exploring Quality Variations with ECERS-3 2023 Ingår i: Early Childhood Education Journal. - : Springer Science and Business Media LLC. - 1082-3301 .- 1573-1707. ; 51:7, s. 1305-1316 Tidskriftsartikel (refereegranskat)abstract This article aims to explore the conditions for children?s language and literacy learning in 153 Swedish preschools with children one to five years. The Early Childhood Environment Rating Scale (ECERS-3) is used to evaluate preschool quality, focusing on the subscale of Language and literacy activities. The study draws on Bronfenbrenner?s ecological systems theory to highlight the conditions for children?slanguage and literacy learning in preschool. Significant differences were found in the quality of the 153 preschools as a whole and the five subscales in ECERS-3, giving children unequal conditions for learning and development in the studied areas. Within the Language and literacy subscale, items related to children?s oral language development scored a higher average quality compared with written language-relateditems. Individualized teaching, Staff?child interaction ,and Whole-group activities were moderately correlated with activities supporting language development. The results are discussed in terms of an ecological perspective on preschool quality in which intentional teaching needs to be directed at language and literacy learning in both individual, small, and whole-group interactions.
21.	Nasiopoulou, Panagiota (författare) Investigating Swedish Preschool Teachers’ Intentions Involved in Grouping Practices 2020 Ingår i: Early Childhood Education Journal. - : Springer Science and Business Media LLC. - 1082-3301 .- 1573-1707. ; 48, s. 325-335 Tidskriftsartikel (refereegranskat)abstract This study aims to explore profiles of preschool teachers’ intentions when they divide the children into subgroups. Interactionist perspectives, Bronfenbrenner’s ecological systems theory, and a pedagogical perspective on preschool quality provide the foundation for the study’s theoretical framework. By applying a person-centered analytical procedure, the study analyzes preschool teachers’ considerations of a set of intentional indicators involved in grouping practices related to conditions for supportive classroom environment, opportunities for children’s play and interactions, and preschool teachers’ direct involvement in children’s learning. The sample consists of 698 preschool teachers from preschools in 46 municipalities in Sweden. Two intentional profiles were identified: a relational profile and an organizational profile. The patterns of play and learning opportunities, increasing communication and interaction, and opportunities for children to share their experiences and interests were the most distinctive patterns across the two profiles. Preschool teachers’ consideration of grouping practices as appropriate for working with a specific learning goal was equally emphasized in both profiles. These findings provide insight into preschool teachers’ pedagogical approaches and yield implications for the design of continuing professional development models for preschool teachers.
22.	Ojala, Maria, 1970-, et al. (författare) Parental reasoning on choosing the mobile preschool : Enabling sustainable development or adjusting to a neoliberal society? 2021 Ingår i: Early Childhood Education Journal. - : Springer. - 1082-3301 .- 1573-1707. ; 49:3, s. 539-551 Tidskriftsartikel (refereegranskat)abstract Due to the emergence of new forms of preschools and parents’ increased freedom of choice regarding early childhood education, more research on parental preschool preferences is needed. Although preschool offers a seedbed for the development of knowledge and competencies, this development matures through interaction with parents. Therefore, parental expectations and wishes are very likely to affect children’s learning. The mobile preschool is a new form of educational practice in Sweden where children travel by bus to different places for play and learning. This form of preschool can potentially lay a foundation for social and ecological sustainability because children learn to meet diverse people, explore different places, and spend time in nature. We interviewed 15 parents of children in a mobile preschool, most from a middle-class background. The main aim was to explore how these parents explain their choice of this type of preschool. Another aim was to identify desirable competencies that the parents think their children will achieve through the mobile preschool. Six themes related to preschool choice were identified; of these, “being out in nature” and “enlarging the children’s reality” were the most prominent. Two clusters of competencies were distinguished: care- and cooperation-oriented competencies, and freedom- and independence-oriented competencies. After analyzing these results in relation to two current educational discourses—education for sustainable development and entrepreneurship in a neoliberal society—we show how parents participate in reproducing these discourses. These findings add novel and important knowledge to the field of early childhood educational practices concerning parental choice and preferences.
23.	Otterborn, Anna, 1961-, et al. (författare) Investigating Preschool Educators’ Implementation of Computer Programming in Their Teaching Practice 2020 Ingår i: Early Childhood Education Journal. - : Springer Netherlands. - 1082-3301 .- 1573-1707. ; 48:3, s. 253-262 Tidskriftsartikel (refereegranskat)abstract Modern preschool education is seen as an essential foundation for nurturing children’s digital literacy. Early childhood education environments have witnessed increased emphasis on integrating programming activities in combination with digital tablets. However, little is known about how preschool teachers implement programming as part of pedagogical strategies during practice. In Sweden, although there is a mandate to develop children’s understanding of the digital world, programming is not formally mentioned in the revised preschool curriculum. This study systematically investigates how Swedish preschool teachers implement programming activities in their teaching practice. Data was collected through a national online survey (n = 199). Findings revealed a range of apps and resources used in combination with tablets, where activity integration takes place as unplugged programming, digital programming, or as a combination of the former. Teachers markedly attributed intended learning goals around programming to tenets of computational thinking and “twenty-first century skills”. Moreover, programming was often actively linked to learning in other domains such as science, technology, mathematics, and language, approaches that show traditional Swedish preschool teaching practices being recontextualized in terms of programming. Based on the reported findings that provide insight into the implementation of programming in preschools, a logical future research avenue lies in exploring the documented programming activities from the perspective of the children.
24.	Palmér, Hanna, 1974-, et al. (författare) Integrating Mathematical Learning During Caregiving Routines : A Study of Toddlers in Swedish Preschools 2016 Ingår i: Early Childhood Education Journal. - : Springer. - 1082-3301 .- 1573-1707. ; 44:1, s. 79-87 Tidskriftsartikel (refereegranskat)abstract In recent years the interest in preschool mathematics has increased. However, studies seldom focus on children under the age of three and research is scarce on the early use of mathematics observed in natural settings. This article reports a study of mathematical possibilities during diaper changing in a preschool setting. A diaper change can be a communicative moment when the child can experience mathematics with a professional preschool teacher, but it can also be a moment of mechanical routine with no pedagogical context. The intention of the study presented here was to investigate the mathematical potential preschool teachers described in relation to diaper changing and to examine the ways this potential was put into action. Both similarities and differences emerged regarding the mathematical potential preschool teachers described in relation to diaper changing and the mathematical content that they were observed to communicate. The results show that it is possible to communicate mathematical content in a pedagogical way during diaper changes, making this routine a learning opportunity for children. However, the results also show variations in the observed range and context of such communication, and therefore the potential for mathematical learning during diaper changes seems to differ widely.
25.	Palmér, Hanna, 1974-, et al. (författare) The teaching of numbers in common preschool activities: a delicate balancing act 2023 Ingår i: Early Childhood Education Journal. - : Springer Science and Business Media LLC. - 1082-3301 .- 1573-1707. ; 51:5, s. 971-980 Tidskriftsartikel (refereegranskat)abstract This paper reports on a combined research-development project conducted in collaboration between researchers and preschool teachers in three Swedish preschools. The aim is to investigate how ongoing preschool activities may become the starting point for mathematics teaching in which toddlers are given the opportunity to distinguish necessary aspects of numbers. One challenge in preschool education is the balance between children’s previous experiences and interests versus offering them new experiences and challenges towards a learning goal. In the article, empirical examples are used to illustrate how small changes in an activity may open up opportunities for toddlers to discern different critical aspects of numbers without losing the activity’s initial intention. Principles for how early numeracy education can be designed to achieve this balancing act are presented and elaborated on.
26.	Pramling, Niklas, 1973 (författare) Unearthing metaphors: Figurativeness in teacher-child talk about soil and related matters 2010 Ingår i: Early Childhood Education Journal. - : Springer Science and Business Media LLC. - 1082-3301 .- 1573-1707. ; 38:1, s. 57-64 Tidskriftsartikel (refereegranskat)
27.	Sandberg, Anette, et al. (författare) An Interview Study of Gender Difference in Preschool Teachers Attitudes Toward Children's Play 2005 Ingår i: Early Childhood Education Journal. - : Springer Science and Business Media LLC. - 1082-3301 .- 1573-1707. ; 32:5, s. 297-305 Tidskriftsartikel (refereegranskat)abstract The aim of this study was to investigate, identify and describe different ways that female and male preschool teachers conceive, understand and experience play. The research questions addressed are: What perspectives do female and male preschool teachers have on play? Are there differences in play experiences related to gender? The interview study is inspired by phenomenograhpical research. The sample consisted of ten female and ten male preschool teachers. The results show differences between female and male preschool teachers’ play willingness. This study found that male preschool teachers contribute with more playfulness, and this is something that both female and male preschool teachers noticed. Female preschool teachers tend to value calm play and emphasize the importance of social development while male preschool teachers accentuate the significance of physical development. All preschool teachers in the study emphasized that it is important to create inspiring environments for play and outdoor play.
28.	Sandberg, Anette, et al. (författare) Children's Perspective on Learning : An International Study in Denmark, Estonia, Germany and Sweden 2017 Ingår i: Early Childhood Education Journal. - : Springer Science and Business Media LLC. - 1082-3301 .- 1573-1707. ; 45:1, s. 71-81 Tidskriftsartikel (refereegranskat)abstract This article explores how some children in Denmark, Estonia, Germany and Sweden describe their perspective on learning. The aim of the international study is to gain knowledge of how preschool children in Sweden, Denmark, Estonia and Germany reflect and perceive their learning in preschool and other surrounding social contexts. The results are based on 51 focus group interviews from 181 children. The results indicate that, in general, children from all four countries seem to be aware of their own learning. One can conclude that encouraging children to think about what they are doing and why they are doing it makes the activities more goal-oriented from the children's perspective and thus more conscious. Children are able to describe their own perspectives on learning.
29.	Sheridan, Sonja, 1952, et al. (författare) Preschool as an Arena for Developing Teacher Knowledge Concerning Children’s Language Learning 2017 Ingår i: Early Childhood Education Journal. - : Springer Science and Business Media LLC. - 1082-3301 .- 1573-1707. ; 45:3, s. 347-357 Tidskriftsartikel (refereegranskat)abstract The most important benefits of international comparisons are the indications that make hidden national characteristics visible and shed new light on the system in each country. From a comparative perspective, this article explores what Swedish and Norwegian preschool teachers emphasise as important to preschool student teachers about preschool as an arena for children’s language learning. The theoretical framework of the study is based on ecological system theories (Bronfenbrenner in The ecology of human development, Harvard University Press, Cambridge, 1979; Bronfenbrenner in Dev Psychology 22(6):723–742, 1986) and socio-cultural theories concerning language learning (Vygotsky in Thought and language, MIT Press, Cambridge, 1986). The data are produced through interviews with 69 Swedish and 35 Norwegian preschool teachers. The analyses focused on what the preschool teachers stated to be the most important elements to work with concerning children’s language learning, how and why they worked like this, and what rationales may have led to their pedagogy. The two countries seem quite alike in terms of the values embedded in early childhood education and political ideas concerning a rich childhood based on play and democratic ideals. By comparing the two countries, the results reveal differences that can lead to a deeper knowledge of cultural concepts that are often taken for granted, such as pedagogical approaches, and how these create different conditions for children’s preschool language learning.
30.	Svensson, Birgitta, et al. (författare) A Survey of Swedish Teachers' Concerns for Preschool Children at Risk of Maltreatment 2015 Ingår i: Early Childhood Education Journal. - : Springer Science and Business Media LLC. - 1082-3301 .- 1573-1707. ; 43:6, s. 495-503 Tidskriftsartikel (refereegranskat)abstract The aim of this study was to investigate a problem that is related to pre-school teachers' prolonged and temporary concerns for children's home situations and the extent to which these children were in need of special support in pre-school and/or were reported to the CPA. Data were obtained from a Swedish prospective study (the SOFIA-study) including 2,017 pre-school children. In this specific study, data from pre-school teacher and parent questionnaires were analyzed (baseline 2010, follow up 2011). Four groups were compared: no concern (85 %), newly arisen concern (6 %), previous concern (5 %), and prolonged concern (4 %). When pre-school teachers expressed prolonged concerns for the children's home situations they not only expressed lasting multiple concerns for children's health and development but also reported long-term problems in the contact between staff and parents. There was an obvious association between concern for the home situation and assessed need of special support in pre-school (37 % in the prolonged concern group). Reports to the child protection agency were made in a minority of the cases. In conclusion, pre-school teachers' concern for children at risk of maltreatment can be understood from a broad perspective on children's health and development. This study highlights the importance of early assessment of the child's home situation, to ensure that proper support is given.
31.	Svensson, Birgitta, 1974-, et al. (författare) Suspected Child Maltreatment : Preschool Staff in a Conflict of Loyalty 2008 Ingår i: Early Childhood Education Journal. - : Springer Netherlands. - 1082-3301 .- 1573-1707. ; 36:1, s. 25-31 Tidskriftsartikel (refereegranskat)abstract Objective: To investigate the actions of Swedish preschool staff when suspecting the maltreatment of children in their domestic environment, and the staff’s further experiences and relations to the family members.Methods A questionnaire in 2005 to the staff of 189 child groups in community preschools, including 3,100 children.Results: A report to Child Protective Agency (CPA) was submitted in 30% of the cases where maltreatment was suspected. The staff’s decisions as well as their working situation, and how they estimated the parents’ benefits from CPA support were deeply affected by their different relations to the families. The staff had their best contact with the children and their most insecure and vulnerable contact with the fathers.Conclusions: In situations with suspected child maltreatment the staff face conflicts of loyalty, mostly based on insecure relations, which could become an impediment to supporting and educating the children.
32.	Thulin, Susanne, et al. (författare) Student preschool teachers' experiences of science and its role in preschool 2017 Ingår i: Early Childhood Education Journal. - 1082-3301 .- 1573-1707. ; 45:4, s. 509-520 Tidskriftsartikel (refereegranskat)abstract This article reports on student preschool teachers’ views of science and its role in preschool. Three cohorts of students have been given a written questionnaire with open-ended questions before and after a one-semester course including science (specifically Chemistry and Physics) in a 3.5-year preschool teacher programme in Sweden. The science content in the course is integrated with other subjects and lecturers with different subject backgrounds work together in forming an integrated and meaningful context. A phenomenographic qualitative analysis of responses to the questionnaires before and after the course is presented. The analysis gave that many students equate science with biology (nature studies), and several did not adjust this view even though chemistry and physics were explicitly taught. Surprisingly few students were negative towards science, none after the course. However, several remain hesitantly positive. Most students described ‘what’ and ‘how’ perspectives of science, but few developed a synthesised view of science activities. However, there was a shift towards a more integrated perspective after the course. Also the quality and eloquence of the students’ response were noticeably improved in responses given after the course. Prior expectations and implications of the results for preschool teacher education are discussed.
33.	Thulin, Susanne, et al. (författare) Student preschool teachers' experiences of science and its role in preschool 2017 Ingår i: Early Childhood Education Journal. - : Springer Netherlands. - 1082-3301 .- 1573-1707. ; 45:4, s. 509-520 Tidskriftsartikel (refereegranskat)abstract This article reports on student preschool teachers’ views of science and its role in preschool. Three cohorts of students have been given a written questionnaire with open-ended questions before and after a one-semester course including science (specifically Chemistry and Physics) in a 3.5-year preschool teacher programme in Sweden. The science content in the course is integrated with other subjects and lecturers with different subject backgrounds work together in forming an integrated and meaningful context. A phenomenographic qualitative analysis of responses to the questionnaires before and after the course is presented. The analysis gave that many students equate science with biology (nature studies), and several did not adjust this view even though chemistry and physics were explicitly taught. Surprisingly few students were negative towards science, none after the course. However, several remain hesitantly positive. Most students described ‘what’ and ‘how’ perspectives of science, but few developed a synthesised view of science activities. However, there was a shift towards a more integrated perspective after the course. Also the quality and eloquence of the students’ response were noticeably improved in responses given after the course. Prior expectations and implications of the results for preschool teacher education are discussed.
34.	Ellberg, Carolina, et al. (författare) Breast cancer and spider telangiectasias at diagnosis and its relation to histopathology and prognosis: a population-based study. 2012 Ingår i: Breast Cancer Research and Treatment. - : Springer Science and Business Media LLC. - 1573-7217 .- 0167-6806. ; 131:1, s. 177-186 Tidskriftsartikel (refereegranskat)abstract Angiogenesis is one of the hallmarks of breast cancer. The status of angiogenesis is important in therapy choice. Spider telangiectasias (telangiectasias) may reflect an increased ability to form vessels. Our first aim was to identify patient and tumor characteristics associated with the occurrence of telangiectasias at the time of breast cancer diagnosis. The second aim was to study the overall survival in relation to the occurrence of telangiectasias at the time of breast cancer diagnosis. A standardized questionnaire was used to interview 1682 consecutive breast cancer patients about risk factors between 1980 and 2009. Occurrence of telangiectasias at the time of breast cancer diagnosis on the upper thorax, head, and/or neck was recorded by one physician. In the cohort, 93 women (5.5%) had telangiectasias. Occurrence of telangiectasias was positively associated with weight, odds ratio (OR) 1.02 (95% confidence interval (CI) 1.00-1.05) per kg, ever-use of oral contraceptives OR 2.67(CI 1.55-4.63) and hormone replacement therapy OR 2.68(CI 1.63-4.39), and negatively associated with parity OR 0.45(CI 0.25-0.79). Telangiectasias were not present in patients with comedo breast cancer. Patients with occurrences of telangiectasias diagnosed before the age of 50 had a statistically non-significant worse overall survival, whereas the patients with occurrences of telangiectasias diagnosed at age 50 or after had a statistically significant better overall survival (P interaction = 0.016). The relationship between the occurrence of telangiectasias and the overall survival in the older patient-group was independent of ever-use of HRT. Hormonal risk factors for breast cancer were associated with the occurrence of spider telangiectasias. The occurrence of telangiectasias may reflect the angiogenic status of the tumor. We hypothesize that telangiectasias could be used as selection criteria for anti-angiogenic therapy in younger breast cancer patients. Therefore, patients with comedo breast cancers maybe a group that may benefit less from anti-angiogenic therapy.

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