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- 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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- 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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| 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. |
- 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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| 7. |
- Pramling Samuelsson, Ingrid, 1946, et al.
(författare)
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The playing learning child. Towards a pedagogy of early childhood
- 2008
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Ingår i: Scandinavian Journal of Educational research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 52:6, s. 623-641
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Tidskriftsartikel (refereegranskat)abstract
- From children's own perspective, play and learning are not always separate in practices during early years. The purpose of this article is, first, to scrutinise the background and character of early years education in terms of play and learning. Second, to elaborate the findings of several years of research about children's learning in preschool related to the curriculum of early years education and, finally, to propose a sustainable pedagogy for the future, which does not separate play from learning but draws upon the similarities in character in order to promote creativity in future generations. Introducing the notions of act and object of learning and play (by act we mean how children play and learn and with the object we mean what children play and learn) we will chisel out an alternative early childhood education approach, here called developmental pedagogy, based on recent research in the field of play and learning, but also related to earlier approaches to early education.
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