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- Mauritzson, Ulla, 1949, et al.
(author)
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Adult Questions and Children's Responses: coordination of perspectives in studies of children's theories of other minds
- 2001
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In: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 45:3, s. 213-231
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Journal article (peer-reviewed)abstract
- Abstract The main aim of this study is to shed light on the issue of how children learn to identify what is meant by what is said in communicative practices. The study replicates and extends the well-known work on what is referred to as children's 'theories of other minds'. The focus in the present study is on the interplay between the adult and the child, the nature of the task and the child's position in the communicative encounter. Rather than assuming that children have or do not have 'theories of other minds', we explore the communicative conditions under which children can be made sensitive to the nature of other people's (mistaken) beliefs. The empirical work was carried out amongst children aged three to five, since this is the critical age at which it is claimed that children become sensitive to the fact that other people's perspectives of a situation may differ from their own. The results show that whether or not children 'are able' to adopt other people's perspectives is very much a situated affair and reflects the manner in which they are brought into a position where they can share the framing of the adult. The questions posed are interpreted differently by the children in ways that go beyond the intended difference that concerns perspectivity. The test situation is polysemous in many respects and the variation in responses cannot be reduced to such a simple distinction as the one implied in the theory of mind research paradigm, which represents a monological conception of communication.
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- Mauritzson, Ulla, 1949
(author)
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Preschool Children's Negotiations and Coordination of Perspectives in Play
- 2008
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In: Paper presented at the 18th EECERA annual conference, at Stavanger, Norway.
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Conference paper (peer-reviewed)abstract
- This study explores young children’s communication and interaction in play situations in preschool from a sociocultural and dialogical theoretical perspective. During the last decades questions concerning how children learn to identify and become sensitive to other people’s perspective have been in focus within the field of children’s communicative development, i.e. in cognitive psychology. Many aspects of the human ability to take another person’s perspective have been explored in the extensive experimental research on young children’s understanding of so-called false beliefs. This study is conducted among preschool children’s pretend play and the focus in the analyses is on how children participated in a so-called ‘negotiated interactions’ about what to play. I am arguing that children get a lot of practice when they inter-subjectively negotiate and coordinate different perspectives when they are playing with peers in preschool. The communication that takes place in these play situations, can be viewed as interactive learning achievements between the interlocutors in situated practices. Or as Katherine Nelson argues’ [i]t takes the child beyond his own private concerns and beliefs and opens up possibility of understanding the concerns, and thereby the beliefs, of others in the Community of Minds’ (Nelson, 2005, p. 45).
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| 5. |
- Mauritzson, Ulla, 1949, et al.
(author)
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Swedish preschool
- 2011
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In: Work-shop at the World bank, Moscow, Russia.
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Conference paper (other academic/artistic)
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| 6. |
- Mauritzson, Ulla, 1949, et al.
(author)
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Theory of other minds, children’s dialectical thinking and abilities to reflect and communicate on new opportunities
- 2018
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In: Vygotsky’s Theory in Early Childhood Education and Research: Russian and Western Values. - Abingdon, Oxon ; New York, NY : Routledge, 2018. : Routledge. ; , s. 68-80
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Book chapter (peer-reviewed)abstract
- This study explores what we prefer to call young children’s dialectical thinking, and their knowledge of other minds and how other people’s perspectives of what happens can differ from their own from a sociocultural and dialogical theoretical perspective following Lev Vygotsky and Mikhail Bakhtin. Children in their interaction with other people reflect and communicate upon their own and other people’s perspectives that can create new opportunities for learning. In order to construct a viable interpretation of the future, a person needs to take into consideration the trends of development of all the circumstances which he or she cannot alter; he or she needs to evaluate his or her own possible actions and, in addition, the perspectives of the partners’ (other people’s) actions. © 2018 selection and editorial matter, Nikolay Veraksa and Sonja Sheridan; individual chapters, the contributors.
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| 7. |
- Mauritzson, Ulla, 1949
(author)
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Understanding Contextual Influences on How Young Children Remember: Extending the Early Ideas of Istomina
- 2007
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In: Paper presented at 17th EECERA ANNUAL CONFERENCE, EXPLORING VYGOTSKY’S IDEAS: CROSSING BORDERS Prague, Czech Republic 29th August – 1st September, 2007.
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Conference paper (peer-reviewed)abstract
- More than 50 years have passed since Istomina (1948/1975) conducted her studies investigating how children remember. Istomina argued that in remembering the child must make sense of the situation. In this study, 44 pre-school children were invited to participate in two remembering activities: First, in a so-called ‘pretend scenario’ and, second, in a ‘remembering and recall scenario’. Each child participated in only one condition. The study was conducted in the children’s pre-school setting with their regular teacher presenting the tasks and a visitor (the researcher) to whom they recalled the items presented in the task. 22 children participated in each task. Children, on average, remembered almost the same number of items in both of the conditions. The children in this study, who took part in the conversation with their teacher while they set up the pretend scenario, remembered on average more items, than the children who were silent while their teacher introduced the situation. When children by their comments or questions participated in a so-called ‘negotiated interaction’ about the goal in the activity, then this made it possible for them to understand and set a personal goal to remember items. The remembering that takes place in these situations, must be viewed as interactive achievements between the interlocutors in situated practices.
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| 8. |
- Pramling Samuelsson, Ingrid, 1946, et al.
(author)
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A Mother and a Friend. Differences in Japanese and Swedish Mothers' Understanding of a Tale
- 1998
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In: Childhood. - 0907-5682 .- 1461-7013. ; 5:4
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Journal article (peer-reviewed)abstract
- A narrative like The Giving Tree can be interpreted in various ways by readers from different cultures depending on differences in life-word apprehension. The study asked 193 Swedish and 344 Japanese mothers about what they felt as they heard this tale, what the tale was about and what children could learn from the tale. The responses were analysed according to the phenomenographic method. Six qualitatively different conceptions were found, describing some kind of relation. The categories were related to differences in age, where differences between Japanese mothers indicate a change in Japanese society. The categories are also related to differences in cultural background. Japanese mothers see a hierarchical relation, Swedish mothers see a mutual relation. A comparison between Swedish children and mothers show striking similarities, Finally, differences in interpretations can be related to differences in Japanese and Swedish children's life-world.
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| 9. |
- Pramling Samuelsson, Ingrid, 1946, et al.
(author)
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Att lära som sexåring : Skolverkets monografiserie
- 1997
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Book (other academic/artistic)abstract
- Vilka är statens intentioner med samverkan/integrering av förskola och skola och hur har dessa förändrats de senaste decennierna? Vad kan vi lära oss av alla de försöks- och utvecklingsarbeten som bedrivits runt om i kommunerna? Vad är bra för barn i åldrarna runt skolstarten? Hur kan man med stöd i forskning om barns lärande och utveckling, i relation till de mål och riktlinjer som finns, ge ett perspektiv på vad som kan betraktas som en god verksamhet för barn i åldrarna runt skolstarten? Att lära som sexåring vänder sig till pedagoger, rektorer och övriga befattningshavare inom skola och barnomsorg, tjänstemän och politiker, utbildare, föräldrar m.fl. som är intresserade av utveckling av verksamhet för barn i åldrarna kring skolstart.
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