| 1. |
- Pramling, Niklas, 1973, et al.
(author)
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Learning, Teaching, and Didaktik
- 2019
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In: Play-Responsive Teaching in Early Childhood Education. - Cham : Springer. - 2468-8746. - 9783030159580 ; , s. 17-29
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Book chapter (peer-reviewed)abstract
- In this chapter, our perspective on teaching, learning and didaktik are presented. What we refer to as didaktik highlights issues concerning content and context, and we therefore discuss these notions more closely. © 2019, The Author(s).
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| 2. |
- Pramling, Niklas, 1973, et al.
(author)
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The Lion and the Mouse: How and Why Teachers Succeed in Becoming Participants in Children’s Ongoing Play
- 2019
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In: Play-Responsive Teaching in Early Childhood Education. - Cham : Springer. - 2468-8746. - 9783030159580 ; , s. 87-96
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Book chapter (peer-reviewed)abstract
- In this chapter, we investigate preschool teachers’ attempts to participate when children are already engaged in playing (alone or with playmates), and we focus on when and why teachers seem to succeed (or not) in their attempts to enter such play. © 2019, The Author(s).
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| 3. |
- Pramling, Niklas, 1973, et al.
(author)
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The Magical Fruits: Establishing a Narrative Play Frame for Mutual Problem Solving
- 2019
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In: Play-Responsive Teaching in Early Childhood Education. - Cham : Springer. - 2468-8746. - 9783030159580 ; , s. 137-151
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Book chapter (peer-reviewed)abstract
- In this chapter, we analyze a prolonged activity from initiation to conclusion, focusing on (i) how the teacher establishes a narrative, imaginary, frame for the activity, (ii) how children participate and contribute to this activity, (iii) what didaktikal challenges are actualized and what support the children are given in the activity, including what contents are constituted, and (iv) what the implications of the activity are for children’s development. © 2019, The Author(s).
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| 4. |
- Björklund, Camilla, 1977, et al.
(author)
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Exploring Mixed Roles and Goals in Collaborative Research : The Example of Toddler Mathematics Education
- 2023
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In: Methodology for Research with Early Childhood Education and Care Professionals. - Cham : Springer. - 2468-8746 .- 2468-8754. - 9783031145834 - 9783031145827 ; , s. 33-43
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Book chapter (peer-reviewed)abstract
- Abstract This chapter focuses on the methodological possibilities and challenges arising from the mixed roles and aims between researchers and teachers in a research project aimed at developing educational practices with toddlers. The project was conducted in close collaboration between researchers and preschool teachers in Sweden for three semesters using an iterative design of meetings every 2 weeks to evaluate, develop, and plan teaching activities for toddlers. The key questions concerned deepening the knowledge, both theoretically and empirically, of how children develop numerical skills and how this development can be facilitated in early childhood education. Due to the specifc context in which the research and development were undertaken, methodologies previously used in research on early mathematics had to be further developed. During the close collaboration in carrying out the project, unanticipated methodological challenges involving the mixed roles and goals of the collaborators did arise but turned out to enrich the knowledge for all participants. The challenges concerned both the common goal to learn more about early mathematical learning and the diverse approaches with which preschool teachers and researchers entered the project.
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| 5. |
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| 6. |
- Lagerlöf, Pernilla, 1972
(author)
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Interprofessional Dialogue and the Importance of Contextualising Children’s Participation: A Collaboration Between Different Disciplines Around New Technology
- 2023
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In: Wallerstedt, C., Brooks, E., Eriksen Ødegaard, E., Pramling, N. (eds) Methodology for Research with Early Childhood Education and Care Professionals. International Perspectives on Early Childhood Education and Development, vol 38. Springer, Cham. https://doi.org/10.1007/978-3-031-14583-4_8. - Cham : Springer. - 2468-8746 .- 2468-8754. - 9783031145834 ; , s. 121-131
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Book chapter (peer-reviewed)abstract
- The MIROR Project (2010–2013) was a large-scale international research project financed by the EU, involving various researchers from six countries. It dealt with the development of an adaptive system (artificial intelligence, AI) for music learning and teaching in the context of early childhood music education. The project was based on a spiral design approach, involving coupled interactions between the technical partners and the research partners (from the disciplines of psychology and pedagogy/education). It raised methodological challenges concerning how the experiments and technology were designed, as they did not relate to Swedish pre- school tradition, which will serve here as the contextualised case from which more general issues will be discussed. Different ethical issues were also faced in regard to how the research was planned, and stemming from the fact that there were com- mercial interests involved.
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| 7. |
- Wallerstedt, Cecilia, 1976
(author)
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Managing the Tension Between the Known and the Unknown in Knowledge-Building: The Example of the Play-Responsive Early Childhood Education and Care (PRECEC) Project
- 2023
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In: Methodology for Research with Early Childhood Education and Care Professionals. - Cham : Springer. - 2468-8746 .- 2468-8754. - 9783031145827 ; , s. 45-55
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Book chapter (peer-reviewed)abstract
- This project was aimed at taking on the challenge of developing a didaktik for preschool, through empirical and theoretical work. The design was built on teachers’ own video observations of play activities in preschool, where they themselves were participants. Teachers, their principals, and researchers met regularly at the university to collaboratively discuss the video recordings. On these occasions the researchers also provided further education on theoretical concepts useful for analysing play activities in preschool, such as metacommunication and intersubjectivity. The outcome was the theorisation of Play-Responsive Early Childhood Education and Care (PRECEC), consisting of a coherent conceptualisation of teaching, as a responsive activity, and play, as something participants signal to each other through shifts between communicating and acting as is and as if. A challenge we discuss in this chapter is how to deal with the ‘unknown’ in a practice-based research project, i.e. not only reproducing knowledge (further education) but also, critically and at the same time, developing new knowledge (research).
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| 8. |
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| 9. |
- Garvis, S., et al.
(author)
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Swedish Early Childhood Preservice Teachers and Inclusive Education
- 2022
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In: Special Education in the Early Years : Perspectives on Policy and Practice in the Nordic Countries. - Cham : Springer International Publishing. - 2468-8746. - 9783030912963 ; , s. 87-100
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Book chapter (other academic/artistic)abstract
- Inclusive education is an important foundation of Nordic society. It is considered a key pillar in the ‘education for all’ policy and has become an important foundation for shaping pedagogy and practice. This chapter shows how inclusive education is taught and enacted in Swedish early childhood teacher education. A specific focus lies on local legislation documents as a precursor for actions. A case study is shared from a study of Swedish early childhood preservice teachers’ beliefs to include all children in Swedish classrooms to show current understanding of these practices. Consideration is also given to raising concerns of segregation in Swedish education in terms of socioeconomic status, immigrant background and special education. The rapidly changing profile of society in Sweden requires that the teacher education sector be reformed to prepare educators who are competent in including all learners. The key points for consideration for future teacher education policy and practice are given.
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| 10. |
- Kultti, Anne, 1976
(author)
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Mutuality in Collaboration: A Development Project for Teaching in Multilingual ECEC
- 2023
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In: Methodology for Research with Early Childhood Education and Care Professionals. - Cham : Springer International Publishing. - 2468-8746. ; , s. 133-141
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Book chapter (other academic/artistic)abstract
- The context of this chapter is a long-term collaboration within a development project for decreasing differences in young children’s living conditions. The project aimed to take on this challenge through professional development about teaching and learning, as well as home-preschool collaboration, in multilingual preschool contexts. Participants were preschool teachers, preschool heads, and persons responsible for preschool education in a total of six municipalities, together with a researcher and a local region working for children’s wellbeing. In this chapter, collaboration is seen as a dialogical activity between these actors. Experiences of conditions for and contributions of mutuality in a collaboration are reflected on and discussed from a researcher’s perspective. A lesson learned involves the cruciality of practices of leading, in terms of organizing for ongoing professional development. This includes legitimizing the experiences of participating teachers and distributing leadership. These aspects are understood as adding to the ownership of participating teachers and contributing to the development of content.
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