| 1. |
- Pramling Samuelsson, Ingrid, 1946, et al.
(författare)
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Barns lärande inom musik, poesi och dans
- 2009
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Ingår i: Resultatdialog 2009. Aktuell forskning om lärande. Vetenskapsrådets rapportserie 2:2009.. - Stockholm : Vetenskapsrådet. ; , s. 121-126
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Pramling Samuelsson, Ingrid, 1946, et al.
(författare)
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Konsten att lära barn estetik. En utvecklingspedagogisk studie av barns kunnande inom musik, poesi och dans.
- 2008
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Hur utvecklas barns estetiska förmåga i förskola och skola? Hur får man det estetiska att växa och bli ett pedagogiskt mål i sig, i stället för att bara använda det som ett medel för att förbättra andra förmågor? Den här boken ger nya perspektiv på arbetet med att utveckla barn inom de estetiska områdena musik, poesi och rörelse/dans. Traditionellt ses estetik som ett sätt att utveckla barns kunskaper inom andra områden som språk och matematik, eller som redskap för att gynna barnets sociala och personliga utveckling. Här framhävs istället det estetiska som ett pedagogiskt mål i sig.
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| 3. |
- Pramling Samuelsson, Ingrid, 1946, et al.
(författare)
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The art of teaching children the arts: Music, dance, and poetry with children 2-8 years old
- 2009
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Ingår i: International Journal of Early Years Education. - : Informa UK Limited. - 0966-9760 .- 1469-8463. ; 17:2, s. 119-135
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Tidskriftsartikel (refereegranskat)abstract
- In this article, the theoretical framework of developmental pedagogy is presented as a tool in studying and developing children’s knowing within the arts. The domains of art focused on are music, poetry and dance/aesthetic movement. Through empirical examples from a large-scale research project, we illustrate the tools of developmental pedagogy and show how this perspective contributes to our understanding of children’s learning of music, dance and poetry. More specifically, we will analyse: (a) the important role of the teacher in children’s learning within the arts; (b) the importance of conversing when learning the arts; (c) what constitutes the knowledge, what we refer to as ‘learning objects’, to be appropriated within the three domains of art focused on; and (d) how to conceive of progression in children’s knowing within the arts.
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| 4. |
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| 5. |
- Asplund Carlsson, Maj, 1948, et al.
(författare)
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Från görande till lärande och förståelse. En studie av lärares lärande inom estetik
- 2008
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Ingår i: Nordisk Barnehageforskning. - 1890-9167. ; 1:1, s. 41-51
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to analyze teachers’ changing ways of talking about children’s aesthetic learning in the early years as a result of a research and development project. With a point of departure in developmental and variation theory, a praxis oriented project was designed with the aim of finding out whether collaborative talk and meta-cognitive dialogues could contribute to children’s learning of music, dance and poetry. The participating teachers were offered in-service training in order to develop a new way of teaching and new ways of thinking about the curriculum and children’s learning. Interviews with the teachers were carried out at the beginning and the end of the project. The teachers’ learning was expressed in changed ways of talking about aesthetics and learning. From an emphasis on personality development and the teacher’s lack of expertise with the aesthetic subjects as an obstacle, the teachers expressed a view of having become more aware of the concept of learning objects in the aesthetics, of their own role as teachers in directing children’s attention and to listen to children. The teachers thus gained a new way of talking about themselves as teachers and about children’s learning within music, dance and poetry.
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| 6. |
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| 7. |
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| 8. |
- Davis, J, et al.
(författare)
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Specific recommendations for Early Childhood Education
- 2008
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Ingår i: The Gothenburg Recommendations on Education for Sustainable Development, Adopted November 12. - Göteborg : Chalmers University of Technology and University of Gothenburg.
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 9. |
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Didaktiska studier från förskola och skola
- 2008
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Idag ökar kraven på att förskolan ska vara en pedagogisk verksamhet. Förskollärare förväntas arbeta med att utveckla olika sorters förmågor och kunskaper hos små barn. Förskolan har också en läroplan med strävansmål som ska vägleda verksamheten. Hur kan lärare i förskolan, förskoleklassen och skolans först år arbeta målmedvetet pedagogiskt för att utveckla barns förståelse för olika aspekter av omvärlden? Hur utmanar och hjälper lärare barn att lära och hur svarar barnen på dessa utmaningar? I den här boken beskrivs en teori (variationsteori) om barns lärande, och en modell för hur man kan arbeta med att utveckla barns olika förmågor. Ett antal fallstudier beskriver hur lärare försöker utveckla barns kunnande inom en rad olika områden eller ”kunskapsämnen”: matematik, skrift, musik, fonetik, naturvetenskap och sociala förmågor. De möjligheter och svårigheter som lärare stöter på då de försöker arbeta systematisk och målinriktat med att utveckla små barns kunnande diskuteras.
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| 10. |
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| 11. |
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| 12. |
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| 13. |
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| 14. |
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| 15. |
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Educational Encounters: Nordic Studies in Early Childhood Didactics
- 2011
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Qualitative analyses of young children's learning in natural settings are rare, so this new book will make educators sit up an pay attention. It lays out a Nordic, or continental European teaching and learning paradigm whose didactic framework is distinct from the Anglo-American system. The analysis, which features contributions and case studies from researchers in a range of subjects, is built on principles such as the learner's perspective, establishing sufficient intersubjectivity, 'pointing out', and informing experience linguistically.
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| 16. |
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| 17. |
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| 18. |
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| 19. |
- Engdahl, Ingrid, et al.
(författare)
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Swedish Teachers in the Process of Implementing Education for Sustainability in Early Childhood Education
- 2021
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Ingår i: New Ideas in Child and Educational Psychology. ; 1:1, s. 3-23
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Tidskriftsartikel (refereegranskat)abstract
- Background. We are living in challenging times, with an urgent need for transformation that requires new and sustainable ways of living. Young children are exposed to these global challenges. This study responds to the need for further understanding of how education for sustainability (EfS) is being handled in early childhood education (ECE). Objective. This study investigated ECE teachers in the process of implementing early childhood education for sustainability (ECEfS). This was initiated by the 2019 revised Swedish National Curriculum for the preschool, where education for sustainable development is included as an overall value and objective. We based our work on a critical and transformative theoretical perspective that highlights the need for critical transformative pedagogies, with a focus on Education for Sustainability. The participating teachers were enrolled in a research and development program initiated by the Swedish institute Ifous. Design. The data presented in this article was obtained in May 2021. An initial questionnaire was emailed to all Ifous participants. One hundred fifty-three teachers (76.5%) responded. The intention of the questionnaire was twofold: first, to investigate what the teachers considered to be education for sustainability in ECE; and second, to scrutinize the teachers’ knowledge base, for the further planning of the research and development program. Content analysis was used to analyze the data. Results. The findings of the study showed a tendency to describe education for sustainability as “business-as-usual” rather than treating EfS as a new field, and to contend that the teachers addressed EfS before it became a compulsory task in 2019. There were few connections made to the UN Sustainable Development Goals (2015) and to the ongoing pandemic. A common trend when describing the content and activities was to divide the content into three areas, following the three dimensions of sustainability. The teachers described the physical changes and pedagogical changes made after the revision of the national curriculum. Most of the changes in the school environment seemed to be a result of priorities set at higher levels in the organizations, e.g., deleting toxic plastic and recycling food waste. Only a few of the teachers described an educational program that included transformative change. Conclusion. The teachers in the study were interested in EfS, and some articulated a longing for more knowledge about ECEfS and for transformative change. The teachers also showed the need for courage and professionalism to lead the way in finding the relevant content and activities for EfS. The teachers were struggling to find new ways to meet the demands from the governing documents especially during a planetary crisis.
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| 20. |
- Engdahl, Ingrid, et al.
(författare)
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Systematic Child Talks in Early Childhood Education-A Method for Sustainability
- 2023
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Ingår i: Children. - : MDPI AG. - 2227-9067. ; 10:4
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Tidskriftsartikel (refereegranskat)abstract
- One of a preschool teacher's most important competencies is to be able to talk with children and to invite them to share their ideas, knowledge, and experiences. This skill is of utmost importance within Early Childhood Education for sustainability. The aim of this article is to show various ways in which preschool teachers carry out systematic talks with children. Data come from a large Swedish development and research project, Sustainable Preschool, involving around 200 teachers in Early Childhood Education. During the spring of 2022, the preschools carried out theme-oriented projects linked to sustainable development. The participating preschool teachers were then asked to carry out systematic child talks with children about learning for sustainability and their understanding of the sustainability-related content. Using content analysis, three different approaches were identified as to how teachers communicate with children systematically about various content related to sustainability: (1) joint creation of meaning, (2) question and answer, focusing on remembering facts, and (3) following the children. There is a large variation in the teachers' communicative competences. A key factor seems to be to create a shared inter-subjective atmosphere, while at the same time being open for alterity, that is, introducing new or slightly changed perspectives for the dialogue to deepen and continue.
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| 21. |
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| 22. |
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| 23. |
- Hellström, Anna-Lena, 1946, et al.
(författare)
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A Web-Based Programme for Person-Centred Learning and Support Designed for Preschool Children with Long-Term Illness: A Pilot Study of a New Intervention
- 2012
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Ingår i: Nursing Research and Practice. - : Hindawi Limited. - 2090-1429 .- 2090-1437. ; 2012:326506, s. 326506-8
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Tidskriftsartikel (refereegranskat)abstract
- For children living with long-term illness, school age is a risk period with regard to psychosocial ill health and poor compliance with treatment. There is a need for methods to promote health, well-being, and self-esteem. This study describes a new concept for supporting children, person-centred web-based learning and support, which has been tested in 12 preschool children and incorporates learning about feelings, relationships, and the right to integrity. SKYPE was used for conversations between the child and the web teacher. Methods. The programme was developed and tested in two steps. The conversations were tape-recorded and analysed using phenomenography. The questions addressed concerned the quality of the intervention process: accessibility of intervention, learning content and support, and identification of measurable items and patterns. Findings. The children found it interesting to communicate with their web teacher using SKYPE. The story about Max and Sara served as a good basis for discussion, and development was found in the learning process. The children were able to talk about relations and feelings and developed an understanding for use in new situations in their daily lives. Items and patterns that are useful for research and documentation were identified, for example, well-being, resources, needs, and wishes.
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| 24. |
- Johansson, Jan-Erik, et al.
(författare)
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Förskolans utveckling och barns tidiga lärande
- 2018
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Ingår i: W. Klintberg & G. Nyberg (red.), Lärande och bildning. Hundra år i Göteborg. - Stockholm : Carlsson. - 978 91 7331 904 1
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 25. |
- Knutsson, Susanne, et al.
(författare)
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Children’s experiences of visiting a seriously ill/injured relative on an adult intensive care unit
- 2008
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Ingår i: Journal of Advanced Nursing. - : Wiley-Blackwell Publishing Ltd.. - 0309-2402 .- 1365-2648. ; 61:2, s. 154-162
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Tidskriftsartikel (refereegranskat)abstract
- Title. Children’s experiences of visiting a seriously ill/injured relative on an adult intensive care unit Aim. This paper is a report of a study of children’s experiences of visiting a seriously ill/injured relative in an intensive care unit. Background. Little attention has been paid to children’s experiences and needs when visiting a relative being cared for at a high technological adult intensive care unit. Instead, the focus has been on adult’s experiences and needs. Method. In 2004, 28 children (14 girls, 14 boys) aged 4–17 years who had visited an adult relative were interviewed 3 months after the visit. A hermeneutic approach was used when interpreting and analysing the text. Findings. Four themes were generated from the data: It meant waiting, It was strange, It was white and It was good. Waiting was experienced as difficult, increasing the feeling of uncertainty, exclusion and separation, which in turn led to tension and concern. ‘It was strange’ was perceived as unfamiliar but also with interest and curiosity. The experience of the intensive care unit was that it was white. Everything in the patient’s room was experienced as white and gloomy. It lacked joy. ‘It was good’ was stated about the outcome of the visit because through this they were given the opportunity to meet and see the relative by themselves. This evoked feelings of relief and joy. The visit did not seem to frighten the child; instead it generated feelings of release and relief. Conclusion. Children’s experiences of visiting an adult intensive care unit seem to support theories that emphasize the involvement and participation of children in family matters.
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| 26. |
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| 27. |
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| 28. |
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| 29. |
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| 30. |
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| 31. |
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| 32. |
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| 33. |
- Pramling, Niklas, 1973, et al.
(författare)
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Glittrig diamant dansar. Små barn och språkdidaktik
- 2010
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Detta är en bok om små barns kreativa språklek och lärande i form av poesi. Upprepning, metaforer, rytm, onomatopoetiska ord - mycket av det som utmärker poesi finns naturligt i barns språklek. I själva verket kan man se poesi som ett "svar" på utmaningen att vilja uttrycka något som ens språk inte riktigt räcker till för. Genom diktskapandet får barnen använda bekanta ord på nya sätt och skapa nya ord på basis av andra, bekanta ord.
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| 34. |
- Pramling, Niklas, 1973, et al.
(författare)
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Identifying and solving problems: A case study of learning basic mathematics through storytelling in the preschool class
- 2008
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Ingår i: International Journal of Early Childhood. ; 40:1, s. 65-75
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Tidskriftsartikel (refereegranskat)abstract
- In a general sense, the research interest of this article concerns the preschool class, which is an intermediate form of schooling for six-year-olds in Sweden, between preschool and school and their two traditions of ‘play’ and ‘learning,’ respectively. In a more specific sense, the issue of learning one aspect of basic mathematics in this practice is focused on, as a case study. A video-observation of a teacher and children verbally interacting is analysed. The case studied is the use of a story as presenting a mathematical task, where the children are being asked to draw their solutions in the form of an illustration. The empirical question is: What do the children make an issue of, that is, what is the problem as far as the learners are concerned? It is found that (a) the difficulty for the children does not primarily seem to be mathematical but one of co-ordinating one’s explanation to a visual illustration (i.e., a matter of representation), and that (b) making concrete the abstract mathematical principle of division may make it difficult for the learners to distinguish between the two senses of the term (i.e., division as a mathematical operation, and as a practical activity, respectively). The use of a story and the instruction to draw the solution to the task appear to have introduced additional difficulties for children in solving the problem. The implications of the findings for educational practice are discussed.
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| 35. |
- Pramling, Niklas, 1973, et al.
(författare)
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Introduction and Frame of the Book
- 2011
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Ingår i: N. Pramling & I. Pramling Samuelsson (Eds.) Educational encounters: Nordic Studies in Early Childhood Didactics. - Dordrecht : Springer. - 9789400716162 ; , s. 1-13
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 36. |
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| 37. |
- Pramling, Niklas, 1973, et al.
(författare)
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"It's floating 'cause there is a hole." A young childs first experience of natural science
- 2001
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Ingår i: Early Years. ; 21:2
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Tidskriftsartikel (refereegranskat)abstract
- In this article, a video-recording of a young child's (3.3 years) experiments with elementary physics concepts and dialogue with his teacher forms a base for a discussion of early science education in preschool. Although the child typically acts on a pre-operational stage, according to Piaget's theory, a pedagogical approach is argued for where his awareness becomes focused on the most basic aspect of science, i.e., that phenomena can be explained. (This foundational principle must be understood before specific scientific explanations can be understood.) The focus for the analysis is on the verbal interaction between the child and the pedagogue within the social practice of the preschool and its impact on the ability of the child to test and prove a hypothesis formulated by himself. The interaction in the case study will here be used as an illustration and a discussion of an approach to education in preschool.
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| 38. |
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| 39. |
- Pramling, Niklas, 1973, et al.
(författare)
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Learning, Teaching, and Didaktik
- 2019
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Ingår i: Play-Responsive Teaching in Early Childhood Education. - Cham : Springer. - 2468-8746. - 9783030159580 ; , s. 17-29
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Bokkapitel (refereegranskat)abstract
- In this chapter, our perspective on teaching, learning and didaktik are presented. What we refer to as didaktik highlights issues concerning content and context, and we therefore discuss these notions more closely. © 2019, The Author(s).
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| 40. |
- Pramling, Niklas, 1973, et al.
(författare)
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Pedagogies in Early Childhood Education
- 2018
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Ingår i: International Handbook of Early Childhood Education, Volume II. M. Fleer & B. van Oers (Eds.). - Dordrecht, the Netherlands : Springer. - 2197-1951. - 9789402409253 ; , s. 1311-1322
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Bokkapitel (refereegranskat)abstract
- In our introduction to the section on early childhood pedagogies, we point out and discuss some key features of the represented approaches: Fröbel, HighScope, Developmentally Appropriate Practice (DAP), Waldorf, Cultural-Historical, Montessori, and Reggio Emilia. Each approach is briefly located in a cultural and historical frame. We then analyze and critically discuss the leading metaphors of the reasoning behind these approaches.
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| 41. |
- Pramling, Niklas, 1973, et al.
(författare)
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Play, Learning, and Teaching in Early Childhood Education
- 2019
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Ingår i: P.K. Smith & J.L. Roopsnarine (Eds.), The Cambridge Handbook of Play: Developmental and disciplinary perspectives. - Cambridge : Cambridge University Press. - 9781316640906 ; , s. 475-490
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Bokkapitel (refereegranskat)
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| 42. |
- Pramling, Niklas, 1973, et al.
(författare)
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Play-responsive teaching in early childhood education
- 2019
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Bok (refereegranskat)abstract
- This open access book develops a theoretical concept of teaching that is relevant to early childhood education, and based on children’s learning and development through play. It discusses theoretical premises and research on playing and learning, and proposes the development of play-responsive didaktik. It examines the processes and products of learning and development, teaching and its phylogenetic and ontogenetic development, as well as the ‘what’ of learning and didaktik. Next, it explores the actions, objects and meaning of play and provides insight into the diversity of beliefs about the practices of play. The book presents ideas on how combined research and development projects can be carried out, providing incentive and a model for practice development and research. The second part of the book consists of empirical studies on teacher’s playing skills and examples of play with very young as well as older children.Table of contentsPart IDeveloping Play-responsive Didaktik – Mission Impossible?Learning, Teaching, and DidaktikPlaying, Playworlds, and Early Childhood EducationA Combined Research and Development ProjectPart IIThe Lava-Shark: Teachers Attempting to Enter Children’s PlayThe Lion and the Mouse: How and Why Teachers Succeed in Becoming Participants in Children’s Ongoing PlayGoldilocks and Her Motorcycle: Establishing Narrative FramesThe Triangle-Lady and Billy Goats Gruff: Constituting Contents for Learning in PlayWhen Kroko-the-Crocodile Got SickThe Magical Fruits: Establishing a Narrative Play Frame for Mutual Problem SolvingThe Letter Thief: From Playing to Teaching to Learning to PlayingPart IIIA Play-responsive Early Childhood Education didaktik
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| 43. |
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| 44. |
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| 45. |
- Pramling, Niklas, 1973, et al.
(författare)
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The Lion and the Mouse: How and Why Teachers Succeed in Becoming Participants in Children’s Ongoing Play
- 2019
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Ingår i: Play-Responsive Teaching in Early Childhood Education. - Cham : Springer. - 2468-8746. - 9783030159580 ; , s. 87-96
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Bokkapitel (refereegranskat)abstract
- In this chapter, we investigate preschool teachers’ attempts to participate when children are already engaged in playing (alone or with playmates), and we focus on when and why teachers seem to succeed (or not) in their attempts to enter such play. © 2019, The Author(s).
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| 46. |
- Pramling, Niklas, 1973, et al.
(författare)
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The Magical Fruits: Establishing a Narrative Play Frame for Mutual Problem Solving
- 2019
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Ingår i: Play-Responsive Teaching in Early Childhood Education. - Cham : Springer. - 2468-8746. - 9783030159580 ; , s. 137-151
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Bokkapitel (refereegranskat)abstract
- In this chapter, we analyze a prolonged activity from initiation to conclusion, focusing on (i) how the teacher establishes a narrative, imaginary, frame for the activity, (ii) how children participate and contribute to this activity, (iii) what didaktikal challenges are actualized and what support the children are given in the activity, including what contents are constituted, and (iv) what the implications of the activity are for children’s development. © 2019, The Author(s).
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| 47. |
- Pramling, Niklas, 1973, et al.
(författare)
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The prosaics of figurative language in preschool: Some observations and suggestions for research
- 2007
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Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 177:6-7, s. 707-717
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Tidskriftsartikel (refereegranskat)abstract
- In a significant book, Cameron (2003) suggested that we study metaphor as ‘prosaics’ (i.e., as a feature of mundane talk). In this article, by means of a few brief examples, we point to instances of such talk in the setting of preschool. We also discuss some opportunities for learning such talk could offer children and what the implications for the development of children’s thinking and communication might be. In addition, a few research questions for the study of children and figurative language are proposed.
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| 48. |
- Pramling, Niklas, 1973, et al.
(författare)
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The prosaics of figurative language in preschool: Some observations and suggestions for research
- 2008
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Ingår i: Metacognitive approaches to developing oracy: Developing speaking and listening with young children.. ; , s. 139-149
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In a significant work, Metaphor in educational discourse, Cameron has suggested that we study metaphor as ‘prosaics’ (i.e. as a feature of mundane talk). In this paper, by means of some brief examples, we point to instances of such talk in the setting of preschool. We also discuss opportunities for learning that such talk could offer children, and what the implications for the development of children’s thinking and communication might be. In addition, some research questions concerning the study of children and figurative language are proposed.
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| 49. |
- Pramling Samuelsson, Ingrid, 1946, et al.
(författare)
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Children's perspectives as 'touch downs' in time: assessing and developing children's understanding simultaneously
- 2009
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Ingår i: Early Child Development and Care. - 0300-4430. ; 179:2, s. 205-216
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Tidskriftsartikel (refereegranskat)abstract
- In this article, getting access to children’s perspectives is presented as a prerequisite for assessing as well as developing children’s understanding. Children’s perspectives are analysed through examples taken from three domains of knowledge: music, mathematics, and nature. The issues of assessing and developing children’s knowledge are discussed against this empirical background. It is argued that children’s perspectives are pivotal to both these educational objectives.
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| 50. |
- Pramling Samuelsson, Ingrid, 1946, et al.
(författare)
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Children's Play and Learning and Developmental Pedagogy
- 2014
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Ingår i: L. Brooker, M. Blaise & S. Edwards (Eds.), The SAGE Handbook of Play and Learning in Early Childhood. - London : SAGE Publications Ltd. - 9781446252451
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Bokkapitel (refereegranskat)
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