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- Elfström Pettersson, Katarina, 1959-
(författare)
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Children's participation in preschool documentation practices
- 2015
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Ingår i: Childhood. - : Sage Publications. - 0907-5682 .- 1461-7013. ; 22:2, s. 231-247
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Tidskriftsartikel (refereegranskat)abstract
- The Swedish preschool curriculum not only prescribes documentation and quality assessment, it also requires children’s participation in the documentation process, although it offers no directions on how the documenting should be done, which can leave teachers unsure of how to do it. This study differs from research that presents pedagogical documentation as a way of enabling children’s participation in preschool in that it explores children’s participation in producing different forms of documentation in a Swedish preschool – and it finds that such participation is complex. The findings imply that, whether documentation is activity-integrated or retrospective, different forms of participation are possible.
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| 2. |
- Elfström Pettersson, Katarina, 1959-
(författare)
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Documentation in Swedish preschool’s systematic quality work
- 2015
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Ingår i: NERA 2015 - Marketisation and Differentiation in Education.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this paper I present a part of a larger project on documentation in Swedish preschools. In the study I explore how documentation in Swedish preschool’s systematic quality work is done. The aim is to understand what preschool teachers and models for systematic quality work produce together. By focusing both the teachers and the models I will try to discern how both these actors are involved in documentation and what they produce together. Since 2012 the Swedish Education Act prescribes all education to be planned, followed up and developed by the municipal accountable school authority as well as by the head of local schools (or preschools) (SFS 2010:800). The aim is to make quality and equality visible, to develop the fulfilment of national goals and to create participation and dialogue about this fulfilment and possible inadequacies. This systematic quality work should be done continuously and comprise certain steps which should be documented. The steps are presented visually, as a model, in the form of a ‘wheel’ by the National Agency of Education (Skolverket, 2012). According to Sheridan, et al. (2013) there is a lack of knowledge about how preschool teacher’s deal with systematic quality work.There is also a need to develop methods and approaches. Interviewing preschool teachers about documentation Löfgren (2014), concluded that these teachers produced images of their work in line with quality measurement instruments used in their municipalities. Therefore, studying how a model for systematic quality work and preschool teachers together produce documentation is crucial. Since I am interested in how documentation is produced by preschool teachers together with models, the study will draw on the theory of agential realism (Barad, 1996), where agency is seen as material-discursive and where humans and non-humans can be, more or less, equally active. This perspective will contribute to understanding of how both models and teachers are involved in documentation. Additionally, documentality (Steyerl, 2003) and governmentality (Foucault, 1991) are also considered. Since documents are involved in evaluation and development of preschool quality, these perspectives will contribute to understanding of how documents govern preschool practice, in this case, specifically the documentation practice.
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| 3. |
- Elfström Pettersson, Katarina, 1959-
(författare)
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Dokumentation i förskolans systematiska kvalitetsarbete
- 2015
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Ingår i: Nationell konferens i pedagogiskt arbete.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Denna presentation är en del av ett doktorandprojekt om dokumentation i svenska förskolor. I studien undersöker jag dokumentation i förskolans systematiska kvalitetsarbete. Syftet är att förstå 33vad förskollärare och modeller (eller mallar) för systematiskt kvalitetsarbete producerar tillsammans. Genom att fokusera på både lärarna och modellerna försöker jag urskilja hur båda dessa aktörer är inblandade i dokumentation, vad som därigenom möjliggörs och vad som blir synligt eller osynligt.Sedan 2012 föreskriver skollagen att all utbildning ska planeras, följas upp och utvecklas av huvudmannen och rektor respektive förskolechef (SFS 2010: 800). Avsikten med detta är att finna utvecklingsområden för att uppfylla de nationella målen samt att skapa dialog för att finna orsaker till eventuella brister. Det systematiska kvalitetsarbetet bör enligt Skolverket (2012) ske kontinuerligt och presenteras visuellt som en process i olika faser i form av ett "hjul". Empirin består av dokumentation från två förskoleenheter som använder sig av lokala mallar eller modeller vilka anknyter till Skolverkets presenterade modell.Enligt Sheridan et al. (2013) råder det brist på kunskap om hur förskollärare hanterar systematiskt kvalitetsarbete. Det finns också behov av att utveckla metoder och strategier. Detta är en anledning till varför det är viktigt att studera hur dokumentation i systematiskt kvalitetsarbete produceras. Eftersom jag är intresserad av hur dokumentationen produceras av förskolepersonal och modeller tillsammans, ser jag Actor Network Theory (Latour, 2005) som en möjlig teoretisk grund. Detta perspektiv skulle kunna bidra till förståelsen av hur både modellerna och förskolepersonalen är involverade i dokumentationen.
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| 4. |
- Elfström Pettersson, Katarina, 1959-
(författare)
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Sticky Dots and Lion Adventures Playing a Part in Preschool Documentation Practices
- 2015
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Ingår i: International Journal of Early Childhood. - : Springer Netherlands. - 0020-7187 .- 1878-4658. ; 47:3, s. 443-460
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This article is based on a study of Swedish preschool documentation practices. The 2010 revised version of the Swedish preschool curriculum emphasizes documentation as an important practice. The Swedish preschool curriculum also emphasizes children’s participation in documentation and evaluation. The main reason for this can be found in the very first words of the curriculum: ‘Democracy forms the foundation of the preschool’ (Swedish National Agency of Education, 2011, p. 3). This is connected to children’s right to make their voices heard in all matters affecting them according to UNCRC. However, the curriculum does not give any guidelines on how to carry out this practice. A quality audit by the Swedish Schools Inspectorate in 2011 found that preschool teachers were uncertain about how to document (Skolinspektionen, 2011). This, and a lack of knowledge about documentation, sometimes impedes teachers’ documentation practices in the preschools (Palmer, 2012). With the term documentation practices I refer to all events connected to making and using documentations in the preschool; these include, for example, taking photographs, writing captions, printing documents, looking at and talking about photos, and discussing events depicted in photos or drawings. In documentation practices different kinds of artefacts or devices are present and used (e.g., cameras, computers, printers, pencils, and paper) or produced (e.g, printed photos, texts, and drawings). Through methods that are shaped by an agential realist construct, the main objective of this article is to explore how different kinds of material agents, such as computers, photos, teachers and children, can intra-act (Barad, 2007) in the production of children’s participation in preschool documentation practices. The reason for using the term intra-act rather than interact is that, in Barad’s terms, the world is not seen as consisting of separate entities, which the word interaction implies. Instead entities (which could be human or non-human) are temporarily separated or produced through intra-action; ‘relations do not follow relata, but the other way around’ (Barad, 2007, pp. 136-137). This means that entities are not themselves agential, but become agential through intra-action, and that there is no way of determining, in advance, that any of them are active agents. Agency is also not situated within entities, but is rather produced through intra-action, suggesting that also material objects can become active.What is documented in Swedish preschools can vary considerably, from activities and/or achievements of individual children to activities that encompass the whole preschool. Documentation can be done for different reasons, such as showing parents what their children have been doing, assessing individual children or evaluating preschool quality as a whole, and it can also be used as a tool for developing the preschool practice (Vallberg-Roth, 2012). There are thus different aims, from documenting in order to be able to remember and evaluate or assess to documenting in order to make way for and develop new activities (Swedish National Agency of Education, 2011).
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