| 1. |
- Pramling, Ingrid, 1946, et al.
(author)
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Children's understanding of a tale
- 1993
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In: Paper presented at the conference "Issues in Australian childhood", Brisbane, Australia, 23-25 September.
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Conference paper (peer-reviewed)abstract
- In this study, the tale of The Giving Tree by Shel Silverstein, was read aloud to 93, 6 year old pre-school children who were afterwards asked to make their own drawings of something in the tale. Later they were interviewed about what they remembered of the tale, about their notions about certain details in the tale and also about what they thought children could learn from this tale. In the qualitative analysis of the interview transcripts we found three different ways of recalling the tale, firstly as a narrative recall, where the child recalled a narrative with beginning, episodes and end, secondly as an episodic recall, where the most conspicuous episodes were focused and thirdly as fragmentary recall containing only isolated fragments. In answer to the questions of what children could learn from the tale, some children focused on the tale as an instance of verbal form, as a textual narration of a particular genre. Other children focused more on the content, either on parts of the tale or on an implied thematic message. The children who had been subject to a developmental education focusing the world around them, preferred to recall episodes which were crucial to their understanding of the tale and also had some idea of the meaning of the tale, while children who had been subject to ordinary pre-school activities were more ready to recall the tale with a narrative, and rather focused on the tale as a verbal form; that is, something to read, write, tell or know by heart. Thus, some children focused the tale as something to understand, while other children focused more on the tale as something to know.
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| 2. |
- Pramling, Ingrid, 1946, et al.
(author)
-
Hapiness and Sadness. Represented in drawings by children in Sweden and the Polynesian Islands
- 1993
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In: Paper presented at the OMEP Asian-Pacific Region Conference, Osaka, Japan, 23-27 August.
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Conference paper (peer-reviewed)abstract
- What appears in children's minds when they think of happiness and sadness? These two contradicting feelings are basic and known to all children in different cultures from an early age. In the present study 120 children aged 4 to 7 have expressed their experiences of happiness and sadness in two drawings. They have also made comments verbally, which either they or their teachers wrote down in the drawings. 60 children are Swedish and 60 are from the Polynesian Islands. Altogether 240 drawings are analyzed with the purpose of distinguishing qualitatively different ways of thinking about happiness and sadness. What children represent on a piece of paper are interpreted as their spontaneous conception of what these two feelings represent. The main results are descriptions and a characterization of the different categories of conceptions expressed. The results are also expressed in terms of frequencies and cultural differences.
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| 3. |
- Pramling, Ingrid, 1946, et al.
(author)
-
Starting compulsory school. Preschool teachers' conception and children's experience
- 1993
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In: Paper presented at the OMEP Asian-Pacific Region Conference, Osaka, Japan, 23-27 August.
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Conference paper (peer-reviewed)abstract
- Transfer from pre-school to school in Sweden is at the age of 6 or 7. When a child makes this transfer, he or she goes from one culture of curriculum to a totally different one, for although, the guide-lines for both levels of schooling are similar, their content and methods differ. In Sweden today there is a discussion, whether, and in what way, early childhood education should prepare children for school or not. In the present study 12 pre-school teachers are interviewed about school preparation and how they view their own work in comparison with the school teachers' work. 25 children are also interviewed about their experiences of beginning in school and what the differences are between pre-school and school. The open-ended interviews are transcribed verbatim, and analyzed in terms of qualitatively different conceptions or experiences expressed by the preschool teachers, as well as by the children. The teachers' and children's views are compared and discussed.
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| 4. |
- Pramling, Ingrid, 1946, et al.
(author)
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Toddlers beginning in Swedish day-care centres
- 1993
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In: Paper presented at VII Congreso Nacional de Educación Pre-escolar, Bogotá, Colombia, 5-10 July.
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Conference paper (peer-reviewed)abstract
- When day-care staff talk about the child’s adaptation to the day-care centre, they often use attachment theory as a frame of reference and focus on the separation between the mother and the child. This means that it is the young child’s social-emotional state which counts. But young children have many experiences which make their ”life-worlds” different from one another. Consequently, adjusting to a day-care centre is very much a question of experiencing and learning about the new world day-care represents. In an empirical study, ten 1 to 2 years old children were followed during their three first months in day-care. Every child was continuously video-recorded. The purpose of the study was to find and describe children’s different approaches to day-care. The general pattern, as well as the variation, will be discussed here. Another question which will be dealt with is the teacher’s role during this introductory period and the pedagogical significance of the results.
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| 5. |
- Pramling, Ingrid, 1946
(author)
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Learning about 'The shop'. Approach to learning in preschool
- 1991
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In: Early Childhood Reseach Quaterly. ; 6, s. 151-166
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Journal article (peer-reviewed)abstract
- An approach based on relating to children's lived experiences in order to change their understanding of particular aspects of the world around them is illustrated. In the example presented, the approach was used in two preschool groups learning about "the shop" and was compared to two groups with traditional teaching of the same theme. In total, 70 children aged 5 to 6 years and their teachers participated in the investigation. The children were interviewed three times about "the shop": before the teaching started, immediately after, and 3 months later. The results show that children from experimental groups developed their understanding of relevant aspects of the theme to a far greater extent than children from the control groups.
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