| 1. |
- Pramling, Ingrid, 1946, et al.
(författare)
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Fenomenografi i praktiken
- 1994
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Ingår i: Bidrag till NFPF:s kongress 10-13 mars, Vasa.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Pramling, Ingrid, 1946
(författare)
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Kunnandets grunder. Prövning av en fenomenografisk ansats till att utveckla barns förståelse för sin omvärld
- 1994
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- The assumption this approach is based on is that humans act in relation to their way of understanding the world around them (Marton, 1988). How children conceptualise, experience, discern, see, understand the world around them is the ground from which their skills and knowledge originate. This implies that early childhood education should primarily focus on the different ways children are capable of being aware of the various phenomena in the world around them. Above all, we should find out the critical and usually taken for granted, aspects of our ways of experiencing the world around us on which our capabilities for dealing with the world rest. Learning from this perspective is learning to experience the world in particular ways. Phenomenography is seen as the empirical study of the qualitatively different ways in which people experience and understand various aspects of the world around them (Marton, 1981). The approach to early childhood education adopted in the present approach focuses on how children experience and become aware of phenomena in, and aspects of, the world around them. Hence, I call it a phenomenographically oriented approach to early childhood education.
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| 3. |
- Pramling, Ingrid, 1946
(författare)
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Barnomsorg för de yngsta. En forskningsöversikt
- 1993
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- I denna bok redogör Ingrid Pramling för nya insikter och rön om barns utveckling och lärande, barns lek, pedagogens roll och utvärdering av daghemsvistelse. Hon tar upp innehåll och metoder i förskolepedagogiken och kompletterar med exempel, kommentarer och praktiska konsekvenser för arbete med små barn. Intresset och insatserna för de yngsta barnen i barnomsorgen har under de senaste åren kommit i skymundan eftersom uppmärksamheten i hög grad riktats mot de äldre förskolebarnen och barnen i skolbarnsomsorgen. Med denna skrift vill Socialstyrelsen föra in småbarnspedagogiken i diskussionen och den allmänna pedagogiska debatten. Det finns idag en omfattande forskning, både svensk och utländsk, med hög relevans för arbete med små barn i grupp. BARNOMSORG FÖR DE YNGSTA vänder sig till alla dem som på olika sätt är engagerade i verksamheter för de yngsta barnen i barnomsorgen - förvaltningspersonal, föreståndare, personal i daghem och öppen förskola. Boken bör också vara av intresse för lärare och studerande i grundutbildningarna.
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| 4. |
- Pramling, Ingrid, 1946, et al.
(författare)
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Children's understanding of a tale
- 1993
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Ingår i: Paper presented at the conference "Issues in Australian childhood", Brisbane, Australia, 23-25 September.
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Konferensbidrag (refereegranskat)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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| 5. |
- Pramling, Ingrid, 1946, et al.
(författare)
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Hapiness and Sadness. Represented in drawings by children in Sweden and the Polynesian Islands
- 1993
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Ingår i: Paper presented at the OMEP Asian-Pacific Region Conference, Osaka, Japan, 23-27 August.
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Konferensbidrag (refereegranskat)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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| 6. |
- Pramling, Ingrid, et al.
(författare)
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Lära av sagan
- 1993
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Bok (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Pramling, Ingrid, 1946, et al.
(författare)
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Lära av sagan
- 1993
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Vad förstår barn av sagor? Hur väl förmår barn uppfatta budskapet i en saga? Vad krävs för att barn ska lära av sagans budskap? Denna bok handlar om hur sagor och berättelser kan användas som pedagogiska hjälpmedel i förskola och skola. Ett genomgående tema är att barnets förståelse av sagans innehåll inte är skilt från skapande och fantiserande, utan att sagan kan användas för att lära barn förstå omvärlden. Med utgångspunkt i en undersökning av barns förmåga att återberätta och förstå sagan Och trädet var lyckligt.... redogör författarna för vad som krävs för att barn ska förstå budskapet i en saga, hur sagor ter sig ur barns perspektiv och hur kunskap om barns uppfattning om sagans budskap kan utnyttjas i den pedagogiska verksamheten. Boken är avsedd för grundutbildning och fortbildning av alla som arbetar med barn i åldrarna runt skolstarten - förskollärare, fritidspedagoger och lärare.
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| 8. |
- Pramling, Ingrid, 1946, et al.
(författare)
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Starting compulsory school. Preschool teachers' conception and children's experience
- 1993
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Ingår i: Paper presented at the OMEP Asian-Pacific Region Conference, Osaka, Japan, 23-27 August.
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Konferensbidrag (refereegranskat)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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| 9. |
- Pramling, Ingrid, 1946, et al.
(författare)
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Toddlers beginning in Swedish day-care centres
- 1993
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Ingår i: Paper presented at VII Congreso Nacional de Educación Pre-escolar, Bogotá, Colombia, 5-10 July.
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Konferensbidrag (refereegranskat)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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| 10. |
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