| 1. |
- Bjervås, Lise-Lotte, 1960-, et al.
(author)
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Pedagogisk dokumentation för lärande
- 2017. - 1
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In: Förskolan och barns utveckling. - : Gleerups Utbildning AB. - 9789140694638 ; , s. 227-244
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Book chapter (other academic/artistic)
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| 2. |
- Bjervås, Lise-Lotte, 1960-, et al.
(author)
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Pedagogisk dokumentation för lärande
- 2020. - 2
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In: Förskolan och barns utveckling. - : Gleerups Utbildning AB. - 9789151103419 ; , s. 243-259
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Book chapter (other academic/artistic)
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| 3. |
- Dahl, Marianne, 1954-, et al.
(author)
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Belonging for everyone : Teachers priorities regarding the work with children’s belonging and inclusion in school-age educare
- 2023
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In: NERA Conference 2023. - : Nordic educational research association.
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Conference paper (peer-reviewed)abstract
- The aim is to contribute knowledge partly about teachers views about their work with children’s belonging and inclusion in after-school educare (SAEC) partly about how the teachers approached a development work within the framework of ULF. The following research question guides the study: What do teachers emphasize and prioritize regarding their work with children’s belonging and inclusion in educational practice?Theoretical frameworkTheoretically, the study is based on Nira Yuval-Davies' (2011) theory of the politics of belonging and her analytical framework including the three inter-related dimensions: categorization, identification, and valuation.Methodological designMethodologically, the study is based on a participant-oriented approach based on an interactive research model (HELIX, 2009). Two groups of teachers from different after-school settings as well as their assistant principals participated in the project, all together 14 participants. The data consists of recorded conversations from a total of six group discussions in seminars, as well as two group interviews.Expected conclusions / findingsThe findings show that the teachers prioritize and highlight an activity-based work through councils to support children's participation and inclusion in educational practice. Furthermore, the group is used as a tool in the teachers’ work for children's belonging. The teachers appear to be active and present when supporting belonging and they believed in a scientific basis for their work. The two groups of teachers handled the development project in different ways, which is described in terms of inductive and deductive approach.Relevance to Nordic educational researchResearch on education provides the opportunity for exchanges of knowledge and experience between Nordic researchers. This in turn leads to exchanging experiences in developing environments to develop and test sustainable collaboration models between academia and the school or school system regarding research, school activities and teacher education.
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| 4. |
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Dokumentation i förskolan : Att bygga luftslott eller borga för kvalitet?
- 2021
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Editorial collection (pop. science, debate, etc.)abstract
- Sedan den första revideringen av förskolans läroplan gjordes 2010 har uppdraget att arbeta med dokumentation och kvalitetsarbete förstärkts. Förskollärare har tillsammans med övriga i arbetslaget ålagts att dokumentera enskilda barns lärande och utveckling för att utvärdera i syfte att öka utbildningens kvalitet. Syftet med boken är att, baserat på forskning, bidra till en mångsidig diskussion avseende förskolans dokumentationspraktiker, relaterat till barns utveckling och lärande samt till kvalitetsarbete. En underliggande fråga i boken är om dokumentationsarbete i förskolan bygger luftslott eller om detta arbete kan borga för kvalitet.Den forskning som presenteras i boken bygger främst på fem licentiatavhandlingar som är sprungna ur projektet Små barns lärande, ett projekt som initierats och finansierats av tolv kommuner i södra och mellersta Sverige i samverkan med det fristående forskningsinstitutet Ifous. Linnéuniversitetet har ansvarat för den del av projektet som har innefattat en kommunfinansierad forskarutbildning. I boken medverkar även seniora forskare. Dokumentation i förskolan. Att bygga luftslott eller borga för kvalitet? vänder sig främst till studenter på förskollärarutbildningar samt yrkesverksamma i förskolan, inkluderat rektorer.
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| 5. |
- Eek-Karlsson, Liselotte, 1955-, et al.
(author)
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Normalised diversity : educator's beliefs about children's belonging in Swedish early childhood education
- 2023
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In: Early years. - : Taylor & Francis Group. - 0957-5146 .- 1472-4421. ; 43:2, s. 317-331
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Journal article (peer-reviewed)abstract
- The aim is to contribute knowledge about educators' beliefs about children's belonging in early childhood education. The study applies parts of Nira Yuval Davis's theory about the politics of belonging. Six group interviews were conducted with educators from four Swedish preschools. A content analysis is used as a first step, followed by a theoretical analysis. Two main beliefs were identified regarding the ECE 'community' and 'diversity'. The belief in the community included ideas related to both the collective and the individual child. Togetherness and safety appeared as collective oriented aspects while the emphasis on a caring and loving approach, and protecting the child's integrity were individual oriented. To balance between the collective and the individual oriented beliefs emerged as a challenge. The belief in diversity contained aspects related to learning from each other and that different cultures enrich practice. Culture clashes emerged regarding time, outdoor activity, sexuality and identity.
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| 6. |
- Einarsdottir, Johanna, et al.
(author)
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Democracy, caring and competence : values perspectives in ECEC curricula in the Nordic countries
- 2015
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In: International Journal of Early Years Education. - : Routledge. - 0966-9760 .- 1469-8463. ; 23:1, s. 97-114
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Journal article (peer-reviewed)abstract
- The aim of the study is to explore how Nordic Early Childhood Education and Carepolicies frame values education in preschools with a special focus on the values ofdemocracy, caring and competence. The study is part of a larger Nordic project, Valueseducation in Nordic preschools: Basis of education for tomorrow, the aim of which isto explore values education from various perspectives, policy levels, institutional levelsand personal levels. The study applies Habermas’s theoretical ideas of communicativeactions, lifeworld, and the system. Here the focus is on the system level, namely, valuesin national curriculum guidelines that serve as the basis of pedagogical practices inpreschools in the Nordic countries. Thematic research analysis described by Braun andClarke inspired the qualitative analysis of the documents. In addition, a quantitativelanguage-based approach was applied to the study. Keywords related with democratic,caring and competence values were selected. The findings reveal different dimensionsand meanings of the three value fields, such as democracy as being and/or becoming;care as fulfilment of basic needs and an ethical relationship; and competence values aslearning for sociality and academic skills.
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| 7. |
- Emilson, Anette, 1964-
(author)
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A dual perspective and a communicative approach to values education in preschool
- 2018
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In: Values Education in Early Childhood Settings. - Cham : Springer. - 9783319755588 - 9783319755595 ; , s. 55-67
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Book chapter (peer-reviewed)abstract
- The overall aim of this chapter is to outline and discuss the use of Jürgen Habermas’ theory in a Nordic participatory research project about values education in early childhood education and care. Two main issues are in the forefront. One issue is of an ontological character and concerns the choice of Habermas’ theory to explore values education. The borrowed concepts, for example, lifeworld and system, are presented and problematized in relation to how they have been applied in the Nordic project. Another issue is of an epistemological and methodological character and refers to the relationship between theory, method and findings when investigating values. The emphasis is on the theoretical impact on data constructions and the conclusions that can possibly be drawn. By highlighting both opportunities and limitations in the use of Habermas’ theory in the research on values education in early childhood education and care (ECEC), this chapter can assist readers in their own research considerations. Another contribution is the theoretical contextualization of the ECEC practice, showing the utility of the theory for understanding a pedagogical practice and also the utility of empirical analyses for developing the theory.
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| 8. |
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| 9. |
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| 10. |
- Emilson, Anette, 1964-
(author)
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Democracy Learning in a Preschool context
- 2011
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In: <em>Educational Encounters: Nordic Studies in Early Childhood Didactics</em>.. - Dordrecht, Heidelberg, London, New York : Springer. - 9789400716162 ; , s. 157-171
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Book chapter (peer-reviewed)
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