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- 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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| 2. |
- Pramling, Niklas, et al.
(författare)
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Play-responsive teaching in early childhood education
- 2019
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Bok (övrigt vetenskapligt/konstnärligt)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.
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| 3. |
- Pramling, Niklas, et al.
(författare)
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Playing, Playworlds, and Early Childhood Education
- 2019
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Ingår i: International Perspectives on Early Childhood Education and Development. - Cham : Springer. ; , s. 31-54
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Bokkapitel (populärvet., debatt m.m.)abstract
- In this chapter, we review empirical research on play and learning in ECEC, highlighting some studies that are of more general interest to our present study. We also review work on conceptualizing and valuing play, and we position the present study in relation to some particularly important previous studies.
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| 4. |
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| 6. |
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Förskolans yngsta barn : perspektiv på omsorg, lärande och lek
- 2017
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Denna bok handlar om hur man i förskolan arbetar med de yngsta barnen som ibland är en förbisedd grupp trots att de utgör hälften av alla barn i förskolans verksamhet. Dessa barn har delvis andra behov av omsorg, andra sätt att lära och andra sätt att leka än äldre förskolebarn, vilket innebär vidgade krav och nya utmaningar för förskolans anställda. Boken har tre övergripande teman: - omsorg, empati och fostran - undervisning och förskolans innehåll - förutsättningar för lek och lärande. Kapitlen illustreras med konkreta exempel från förskolan av såväl fallbeskrivningar som redovisning av forskningsstudier. Innehållet bygger på ny forskning och är anpassat efter centrala frågor för arbetet med de yngsta barnen. Boken vänder sig till blivande förskollärare och personal verksam inom förskolan. Den fungerar både för enskild läsning och för diskussion under utbildningen eller i arbetslaget.
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| 8. |
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| 9. |
- Jonsson, Agneta, et al.
(författare)
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Undervisningsbegreppet och dess innebörder uttryckta av förskolans lärare
- 2017
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Ingår i: Forskning om undervisning och lärande. - 2001-6131 .- 2000-9674. ; 5:1, s. 90-109
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Tidskriftsartikel (refereegranskat)abstract
- I denna studie analyseras hur förskolans personal resonerar om att undervisa de yngsta barnen i förskolan. Fokusgruppssamtal har använts for att samla data från personal som arbetar med de yngsta barnens verksamhet. Billigs diskursteoretiska termer används i analyser av personalens resonemang om undervisningsbegreppets innebörder. Resultaten pekar mot två diskurser dar krav och rättigheter utgör spänningsfält och där ett argument for något kan utgöra motargument i samma diskussion. Undervisning med de yngsta barnen utgör en del av en förskola i förändring. Med det i åtanke förstår vi personalens argument som motsägelsefulla när begreppet undervisning i förskolan beskrivs, något som kan ses både inom en diskurs och mellan diskurser.
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| 10. |
- Jonsson, Agneta, 1958, et al.
(författare)
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Teaching toddlers in preschool
- 2014
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Ingår i: Paper presented at EECERA Crete, Greece 8-10th. September..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Theme Is 'quality' in ECE a universal concept or should it be individuated to context, and adapted to accommodate different social and cultural constructs of childhood? Strand Play & learning Research aims The aim with this paper is to discuss what the concept of teaching would mean considering teaching toddlers in preschool, and to problematize the preschool teacher’s role and competence in this matter (Jonsson, 2013). Relationship to previous research works Since 2011 the concept of teaching shall be jointly used for all school forms in Sweden including preschool. In Swedish educational tradition the concept of teaching has mainly been associated with pedagogical activities concerning older children in mandatory school forms (Doverborg, Pramling, & Pramling Samuelsson, 2013). Theoretical and conceptual framework Shiers (2001) model for children's participation has in a qualitative analysis inspired the construction and use of analytical concepts. Paradigm, methodology and methods This paper is based on data from a study conducted in Swedish preschool where teachers communicate with 1-3 year old children. 4 teachers were videoobserved during their everyday work in preschool. Ethical Considerations The study follows the Swedish research council guidelines and ethical rules in social science research. As the study involves young children who cannot make their case or assess potential research impact, ethical aspects of the research were taken into consideration with emphasis on feeling comfortable when being observed. Main finding or discussion The results show qualitative differences in teachers' communication of content and in how they listen into and make use of children's own expressions. Different aspects of teacher’s competence (Dalli, 2008; Sheridan, Williams, Sandberg, & Vuorinen, 2011) in supporting toddler’s learning and development are shown. Implications, practice or policy The results are related to interpretations of how the concept of teaching can be understood and to a Nordic research based didactics/pedagogy for early childhood education.
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