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- Wallerstedt, Cecilia, 1976, et al.
(author)
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Socioculturally-informed Interaction Analysis (SIA): Methodology and theoretical and empirical contributions of an emerging research program in early childhood education
- 2022
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In: International Research in Early Childhood Education. - 1838-0689. ; 12:1, s. 1-23
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Journal article (peer-reviewed)abstract
- Over the last decade, a Swedish research group has conducted several empirical studiesin the field of Early Childhood Education (ECE). These studies are examples of what is sometimes referred to as practice-based studies, and they are often conducted in collaboration with ECE personnel. In this meta-study, we review 37 publications from the research group to highlight key contributions in terms of methodological issues or challenges identified,as well as empirical findings and theoretical developments. We argue that these studies constitute an emerging research program, termed Socioculturally-informed Interaction Analysis(SIA). Key aspects of SIA are:examining learning as a process, using recordings to avoid bias, considering pragmatic validity when working with transcriptions, making claims closely aligned with what is studied (ecological validity), and viewing context as an analytical rather than as a descriptive concept,and generalising at a conceptual level, which affords empirical generalisation.
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| 2. |
- Lagerlöf, Pernilla, 1972, et al.
(author)
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Barns ’agency’ i lekresponsiv undervisning
- 2019
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In: Forskning om undervisning och lärande. - 2001-6131. ; 7:1, s. 44-63
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Journal article (peer-reviewed)abstract
- The present study focuses on children’s agency, that is, children’s active participation, in play activities with teachers in preschool education. There is a contemporary discourse on play, emphasizing that teachers’ involvement could prevent children’s agency. At the same time, preschool is a play-based setting for enhancing children’s learning. In the article, we therefore problematize the relationship between children’s agency and teachers’ participation in terms of what we refer to as play-responsive teaching. We have conducted an interaction analysis to focus on how a teacher scaffolds a play activity, which contributes to children’s agency and learning. The findings show that the teacher makes children’s contributions legitimate and invites them to be co-producers of the play. On the basis of our empirical analysis, we therefore argue that agency is not something that can be taken for granted as naturally developing; rather, it is dependent on mediation. Therefore, the teacher has a central role in contributing to children’s development of agency.
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| 3. |
- 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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| 4. |
- Pramling, Niklas, 1973, et al.
(author)
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Play-responsive teaching in early childhood education
- 2019
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Book (peer-reviewed)abstract
- This open access book develops a theoretical concept of teaching that is relevant to early childhood education, and based on children’s learning and development through play. It discusses theoretical premises and research on playing and learning, and proposes the development of play-responsive didaktik. It examines the processes and products of learning and development, teaching and its phylogenetic and ontogenetic development, as well as the ‘what’ of learning and didaktik. Next, it explores the actions, objects and meaning of play and provides insight into the diversity of beliefs about the practices of play. The book presents ideas on how combined research and development projects can be carried out, providing incentive and a model for practice development and research. The second part of the book consists of empirical studies on teacher’s playing skills and examples of play with very young as well as older children.Table of contentsPart IDeveloping Play-responsive Didaktik – Mission Impossible?Learning, Teaching, and DidaktikPlaying, Playworlds, and Early Childhood EducationA Combined Research and Development ProjectPart IIThe Lava-Shark: Teachers Attempting to Enter Children’s PlayThe Lion and the Mouse: How and Why Teachers Succeed in Becoming Participants in Children’s Ongoing PlayGoldilocks and Her Motorcycle: Establishing Narrative FramesThe Triangle-Lady and Billy Goats Gruff: Constituting Contents for Learning in PlayWhen Kroko-the-Crocodile Got SickThe Magical Fruits: Establishing a Narrative Play Frame for Mutual Problem SolvingThe Letter Thief: From Playing to Teaching to Learning to PlayingPart IIIA Play-responsive Early Childhood Education didaktik
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| 5. |
- 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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| 8. |
- Brodin Olsson, Madeleine, 1973, et al.
(author)
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Förskollärares ledarskap som ett kunskapsfält i behov av begreppsliga resurser i förskoleverksamhet, utbildning och forskning
- 2022
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In: Educare - Vetenskapliga skrifter. - : Malmo University Library. - 1653-1868. ; :4, s. 72-99
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Journal article (peer-reviewed)abstract
- The present study aims to investigate supervision activities as a form of teaching leadership in preschool teacher education. Work-based education constitutes a particular context for understanding of leadership in preschool due to its intention of bridging between practical and theoretical experience and knowledge. The empirical data analyzed consist of audio-recorded supervision in the form of weekly conversations between the student teacher and the preschool teacher within a five-week course with leadership as the learning content. Theoretically grounded in a sociocultural perspective on learning and communication, the analysis shows how leadership is mediated as a relational practice but without a definition. In addition, the conversations focus on the student teacher’s trajectories of developing leadership. In these conversations, the contents: meanings of leadership and the students’ appropriation of leadership, are blurred. Without an explicit meta-perspective in the conversations, it becomes analytically unclear whether, or to what extent, the participants establish conceptual intersubjectivity. The findings are discussed in relation to work-based education as a context for teaching and learning the prospective occupation. We conclude that theoretical knowledge of preschool teachers’ leadership becomes invisible in supervision without an education offering conceptual resources for this content.
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| 9. |
- Jidai, Yumi, et al.
(author)
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In the order of words. Teacher-children negotiation about how to translate song lyrics in bilingual early childhood education
- 2017
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In: Research on Children and Social Interaction. - : Equinox Publishing. - 2057-5807 .- 2057-5815. ; 1:2, s. 199-221
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Journal article (peer-reviewed)abstract
- This study investigates, from a sociocultural perspective on communication and learning, translating as a joint activity and how it supports the development of metalinguistic awareness in children. Data in the form of audio recordings were generated in an English immersion preschool in Finland. In the analysed activity, the participants are engaged in a discussion around word order when translating the lyrics to a children’s song. The study shows how the teacher scaffolds the children’s language learning through providing contrast and using qualifying markers important to promoting the development of metalinguistic awareness. More generally, the study shows how a translation activity can function as a language-learning practice in bilingual early childhood education.
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