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- Pramling Samuelsson, Ingrid, 1946
(författare)
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Demokratie: Leitprinzip des vorschulischen Bildungsplans in Schweden
- 2004
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Ingår i: Früpädagogik international: Bildungsqualität im Blickpunkt, red. W.E. Fthenakis and P. Oberhuemer. Wiesbaden: Verlag für Sozialwissenschaften /GWV Fachverlage GmbH.
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Pramling Samuelsson, Ingrid, 1946, et al.
(författare)
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Early Childhood Education - a meeting place for challenges!
- 2004
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Ingår i: Krzywosz-Rynkiewicz, B. & Ross, A. (eds). Social learning, inclusiveness and exclusiveness in Europe. - : Trentham Books. - 1858563267 ; , s. 75-87
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- When children begin preschool as a first step in the early childhood education (which in Sweden is from the ages of one to five), they enter a system which is built upon the idea of mixing features from the home, the Kindergarten and the school. Three different settings, each with different views of and intentions for children. When they begin preschool the children also take their own personal experiences into a collective arena which already has societal intentions for them. At this crossroads of the single child and the group, challenges arise for further growth and learning. This itself is not a smooth process. It is a process related to the child’s earlier experiences, to the child’s level of social development and to the teachers’ skills and knowledge in supporting the child. How the child will be included or excluded in the community of learners will make a difference for the child’s future. In this chapter we will discuss children’s social development and what current research tells about this, and also the critical question of what it means to be an individual in a collective preschool. Last but not least, we will discuss what preschool can do to prepare children for the global society.
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- Pramling Samuelsson, Ingrid, 1946
(författare)
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Hur berättar barn om sina erfarenheter?
- 2004
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Ingår i: LekaSpråkaLära : lärande lek om språk i förskola och bibliotek, Stödmaterial / Myndigheten för skolutveckling, 2004:17. Stockholm: Myndigheten för skolutveckling. - 9185128775 ; , s. 36-54
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Kvaliteten i förskolan är starkt relaterad till kvaliteten på kommunikationen och interaktionen mellan lärare och barn, därför kommer denna artikel att utforska hur lärare kan stödja barns berättande och kommunicerande i förskolan. De frågor som ställs är: Hur kan man som lärare tolka barns värld och deras lärande? Hur deltar man i barns meningsskapande och kan man göra deras erfarenhetsvärld synlig? Genom att använda utskrifter av samtal, videoobservationer och foton, illustreras här hur barn kommunicerar och samspelar med varandra och vuxna. Artikeln sammanfattas med exempel på hur lärare kan stödja barns egna uttryck, åsikter och perspektiv genom att vara en kompetent lyssnare och rikta barns uppmärksamhet mot viktiga värden, färdigheter och kunskaper.
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- Pramling Samuelsson, Ingrid, 1946, et al.
(författare)
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Recent issues in the Swedish Preschool
- 2004
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Ingår i: International Journal of Early Childhood. - 0020-7187. ; 36:1, s. 7-22
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden most of the young children are in preschool from early years. The government has taken responsibility by introducing different reforms such as child allowance, maternity leave, access to preschool for all children etc. Preschool (in Sweden for children aged 1-5 years and preschool class for 6 years old) is, since 1998, the first step in the educational system with a national curriculum (Ministry of Education and Science in Sweden, 1998a). The local education authorities have now had five years to launch the curriculum. Reforms that provide support for families started before World War II, but as they culminated during a period of increasing effectiveness in combination with harsh economies in the public sector they are experienced by the teachers both as quality improvements and quality threats. The quality of preschool is a matter of concern at both a national and local level, although most parents appear to be satisfied. In the process of evaluating preschool quality in Gothenburg (Sweden’s second largest city) focus groups were developed with representatives from the 21 city districts. The results of the focus group analyses are presented and discussed in the present article.
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