| 1. |
- Almqvist, Lena, et al.
(författare)
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The concepts of participation, engagement and flow : A matter of creating optimal play experiences
- 2007
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Ingår i: South African Journal of Occuptional Therapy. - : South African Association of Occupational Therapists. - 0038-2337. ; 37:7, s. 8-13
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Tidskriftsartikel (refereegranskat)abstract
- Positive functioning relates to the ability to live a good and healthy life, but for children with special needs, this might be compromised and therefore factors related to positive functioning should be explored. As their restrictions concern a variety of general life situations including issues such as peer group interaction, participation, autonomy and self-determination, the focus should be on the children’s capabilities when they act in their natural environments. Functional abilities and the creation of opportunities in a challenging environment are optimal for new learning to take place, leading the child towards a positive end point. This article analyses constructs of engagement, participation and flow, indicating their interrelatedness and association to positive functioning. Outcomes change and unfold over time, indicating that functioning should be considered dynamic, context-dependent, culturally and historically conditioned. The article concludes with a suggested model for intervention to enhance positive functioning of children with special needs.
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| 5. |
- Havstam, Christina, 1963, et al.
(författare)
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Speech and satisfaction with outcome of treatment in young adults with unilateral or bilateral complete clefts.
- 2008
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Ingår i: Scandinavian journal of plastic and reconstructive surgery and hand surgery / Nordisk plastikkirurgisk forening [and] Nordisk klubb for handkirurgi. - : Informa UK Limited. - 0284-4311. ; 42:4, s. 182-9
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Tidskriftsartikel (refereegranskat)abstract
- Thirty-five young adults (22-32 years old, mean 25) born with complete unilateral or bilateral clefts participated in a follow-up of speech, appearance, and teeth after treatment. They completed a questionnaire about their satisfaction with their speech, nose, lip, and teeth on visual analogue scales, and indicated on two overall questions how often they thought about their cleft, and how often they were asked questions about their speech, nose, or lip. Their speech was recorded and assessed blindly and independently by two speech and language pathologists. Participants' satisfaction with their speech did not correlate significantly with the speech assessments. Satisfaction with the nose had the highest correlation with the overall questions. No participant indicated more dissatisfaction with speech than the midpoint of the scale, making conclusions about covariance between satisfaction with speech and the overall questions difficult.
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| 8. |
- Johansson, Inge, et al.
(författare)
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Practitioner oriented research as a tool for professional development
- 2007
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Ingår i: European Early Childhood Education Research Journal. - : Informa UK Limited. - 1350-293X .- 1752-1807. ; 15:2, s. 151-166
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to analyse how a model for practitioner-oriented research can be used as a tool for professional development in the preschool. The focus of interest is the type of knowledge that is formed when researchers and preschool staff cooperate on local projects, and what this new knowledge means for the images of professional competence among staff and their regard to the research concept. The intention was to gain useful knowledge from experiences critically reflected in a team, related to theory and tested in local practice. The participants consisted of fifteen working-teams from preschools in two Swedish cities, together with three university-based researchers. After an introduction from the researchers, each team chose a theme. This was grounded in their local practice and was done over a period of eight months. During this period, the staff regularly met with each other in mixed groups and had supervision from the researchers. The results from the projects were documented and presented for all participants. The researchers further analysed these documents. Before and after the project, participants were asked to complete a questionnaire and were interviewed once. The results showed that the staff generally had a positive picture of the relevance of research-based knowledge for their developmental work, and increased their ability to use the group for constructive critical reflection on their professional work in preschool. The results are also discussed in relation to theories of group learning and situated learning.
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| 12. |
- Kuisma, Maria, et al.
(författare)
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Preschool teachers' and student preschool teachers' thoughts about professionalism in Sweden
- 2008
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Ingår i: European Early Childhood Education Research Journal. - : Informa UK Limited. - 1350-293X .- 1752-1807. ; 16:2, s. 186-195
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Tidskriftsartikel (refereegranskat)abstract
- This article discusses the different ways in which students and preschool teachers at two Swedish universities interpret the concept of professionalism. Data for this article are drawn from a study conducted in two different urban areas of Sweden which explored the following four questions: (1) What does the concept of professionalism imply for preschool teachers and students? (2) What does a professional teacher do in a preschool/school/after-school recreation centre? (3) How is professionalism developed? (4) What does preschool teachers' professionalism mean in comparison with professionalism in other closely related professions such as day-care attendants or recreational pedagogues? The survey was conducted using a questionnaire that students completed during a lesson at the university and by their supervisors at preschools. Data from the study are interpreted against a theoretical background that problematises the concept of 'professionalism' within the societal context of preschools in Sweden.
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| 16. |
- Lillvist, Anne, et al.
(författare)
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The construct of social competence : how preschool teachers define social competence in young children
- 2009
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Ingår i: International Journal of Early Childhood. - : Springer. - 0020-7187 .- 1878-4658. ; 41:1, s. 51-68
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Tidskriftsartikel (refereegranskat)abstract
- Preschool teachers share their environment with young children on a daily basis and interventions promoting social competence are generally carried out in the preschool setting. The aim was to find out if and how preschool teachers' definitions of social competence are related to factors in the preschool environment like: a) the number of children having problems related to social competence; b) the support provided to the children; and c) the preschool environment and current research definitions. Method: 481 preschools from 22 municipalities in Sweden participated. Data was analyzed using a mixed methods design in which a qualitative content analysis was followed by group comparisons using quantitative methods. Results: Preschool teachers defined social competence mainly as intrapersonal skills, or as interpersonal relations. The definitions of social competence were not related to the numbers of children having problems related to social skills or social competence in units, the amount of the support provided to the children or the preschool environment. Conclusion: Preschool teachers' definitions of social competence are partly multidimensional, which implies that the interventions aimed at promoting children's social skills and social competence also should be multidimensional. Preschool teachers' definitions of social competence have little relevance to environmental factors, which indicate that social competence, as a construct is more dependent upon perceptions of the individual than on contextual factors.
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| 21. |
- Sandberg, Anette, et al.
(författare)
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An Interview Study of Gender Difference in Preschool Teachers Attitudes Toward Children's Play
- 2005
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Ingår i: Early Childhood Education Journal. - : Springer Science and Business Media LLC. - 1082-3301 .- 1573-1707. ; 32:5, s. 297-305
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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.
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| 22. |
- Sandberg, Anette, et al.
(författare)
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Barndomens lekarenor
- 2005
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Rapport (övrigt vetenskapligt/konstnärligt)
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| 23. |
- Sandberg, Anette, 1955-, et al.
(författare)
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Barndomens lekmiljöer - förr och nu
- 2008
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Ingår i: Miljöer för lek, lärande och samspel. - Lund : Studentlitteratur. - 9789144029115 ; , s. 13-36
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Bokkapitel (populärvet., debatt m.m.)
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| 29. |
- Sandberg, Anette, 1955-, et al.
(författare)
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Dimensions of childhood play and toys
- 2008
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Ingår i: Asia-Pacific Journal of Teacher Education. - : Informa UK Limited. - 1359-866X .- 1469-2945. ; 36:2, s. 135-146
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to describe and analyse play through a contemporary historical perspective, based upon pre-school teachers’, studentsmajoring in education, and teacher education students’ descriptions of memories from their childhood regarding play and toys. The overall method is retrospective. The data consists of 111 interviews with pre-school teachers andstudents. When comparing younger and older participants’ memories of play, the increased welfare, women’s entry into working life, urbanisation, secularisation and an increased range of media, all stand out as differentiating factors. These changes in society are partly reflected in the external conditions of play, but also in play content.
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| 30. |
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| 31. |
- Sandberg, Anette, 1955-, et al.
(författare)
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Drawings and Conceptions of Play by Children Ages 7-12.
- 2008
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Ingår i: <em>Early Childhood Education: </em>. - New York : Nova Science Publischers, Inc. - 9781604563795 ; , s. 127-142
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- There is a large research project at Mälardalen University, Sweden concerning memories of play that used an elaborated material for adults, to which this study is connected (Sandberg, 2003). This chapter reports the findings which memories of play children aged seven to twelve retain, and their definition of play. The research questions were: What occurs in the memory of play? What content did play have in their childhood? How is play described? Does one play alone or with others? Are there differences in play between boys and girls? This qualitative study, featuring phenomenographic, uses drawn memories of play from 115 children aged 7-12 to get their concept of play, in order to get an understanding of play, and describe it as the children see it. Children of both sexes participated drawing memories from 3-6 years old and their present age, further writing down their definition of play. The result shows that play is seen as something positive and fun though difficult to describe in words. Memories of play from both periods consist of objects to play with, which can be divided into real and temporary toys. In the 3-6 year period real toy made for the purpose of play, dominate for both indoors and outdoors. At their present age temporary toys for physical play or activities occur to a larger extent, also spending time with friends doing things instead of playing starts to show. The content of play changes form over time and in the older children’s lives play no longer takes a prominent position. But the concept of what play is still remains.
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| 32. |
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| 33. |
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| 35. |
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| 36. |
- Sandberg, Anette, et al.
(författare)
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From hayloft to own room : Girls play environments
- 2006
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Ingår i: Interaction in Outdoor Play Environments. - Stockholm : Stockholm Institute of Education, Department of Human Development, Learning and Special Education. ; , s. 1-22
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Bokkapitel (refereegranskat)
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| 37. |
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| 38. |
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| 39. |
- Sandberg, Anette, et al.
(författare)
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Hur definieras barn i behov av särskilt stöd?
- 2005
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Ingår i: Excellence in Special Education - Time to move on, Mälardalens högskola, 26-27 sep.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 40. |
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| 41. |
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| 42. |
- Sandberg, Anette, et al.
(författare)
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Lärarkompetens i tiden
- 2009
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 43. |
- Sandberg, Anette, 1955-, et al.
(författare)
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Pedagogiskt stöd och pedagogiska metoder
- 2009
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Ingår i: <em>Med sikte på förskolan– barn i behov av stöd</em>. - Lund : Studentlitteratur. - 9789144051192 ; , s. 37-54
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Bokkapitel (populärvet., debatt m.m.)
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| 44. |
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| 45. |
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| 46. |
- Sandberg, Anette, 1955-, et al.
(författare)
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Preschool – home cooperation in change
- 2008
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Ingår i: International Journal of Early Years Education. - : Informa UK Limited. - 0966-9760 .- 1469-8463. ; 16:2, s. 151-161
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to bring forth preschool teachers’ and parents’ views on both established and future forms of cooperation between the preschool and home. The empirical sample is based on both individual and focus-group interviews. Results show that cooperation mainly revolves around the individual child. The form of cooperation that is the least established among both preschool teachers and parents tends to be the parent council. It is concluded that it is important for preschool teachers to provide varied and rich forms of cooperation, as different forms of cooperation appeal to different parents. With a wide range, there is a possibility to reach all parents.
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| 47. |
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| 48. |
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| 49. |
- Sandberg, Anette, et al.
(författare)
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Teachers' View of Educational Support to Children in Need of Special Support
- 2009
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Ingår i: International Journal of Early Childhood Special Education. - : International Journal of Early Childhood Special Education. - 1308-5581. ; 1:2, s. 102-116
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to investigate, analyze and describe how preschool teachers experience the educational support for children in need of special support. In this interview study, the preschool teachers emphasize educational support to children in need of special support from two perspectives. In the first perspective, the preschool teachers stated that they don’t do anything unique for children in need of special support, versus the view that the children need and receive more help from the staff in everyday preschool activities. In the second perspective, the preschool teachers point out the specific educational support within two themes, indirect and direct support. This study has implications for both practice and theory as it increases the knowledge and understanding about educational support that children in need of special support are offered in preschool today.
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| 50. |
- Sandberg, Anette, 1955-, et al.
(författare)
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Teachers' View of Educational Support to Preschool Children in Need of Special Support
- 2009
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Ingår i: International Journal of Early Childhood Special Education. - Eskisehir, Turkey : Anadolu University. - 1308-5581. ; 1:2, s. 102-116
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to investigate, analyze and describe how preschool teachers experience the educational support for children in need of special support. In this interview study, the preschool teachers emphasize educational support to children in need of special support from two perspectives. In the first perspective, the preschool teachers stated that they don't do anything unique for children in need of special support, versus the view that the children need and receive more help from the staff in everyday preschool activities. In the second perspective, the preschool teachers point out the specific educational support within two themes, indirect and direct support. This study has implications for both practice and theory as it increases the knowledge and understanding about educational support that children in need of special support are offered in preschool today.
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