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Barns sociala vardagsliv i förskolan
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2013 (Swedish)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Children’s everyday social life in preschool (English)
Abstract [en]

The overarching aim of the studies in this dissertation is to contribute knowledge about children’s shared social knowledge in their preschool peer cultures, regarding both content and how it is established and maintained.

An ethnographic approach has been used to study the shared activities of children, aged 3-5, in the preschool. During 1 ½ years, one preschool setting was visited on a regular basis. One hundred hours of observation have been made and documented through video camera recordings and field notes. The theory of children’s peer cultures (Corsaro, 2005), positioning theory (Harré & Langenhove, 1999a) and social representation theory (Moscovici, 2001) have been used as theoretical tools in the analyses.

The empirical results are presented in four articles (articles I-IV) and are all illustrations of the children’s shared social knowledge. The findings are that children’s shared social knowledge involves two main aspects of knowledge about relations; how to establish and maintain relations vis-à-vis various tokens or social resources (articles III and IV), and how to create distance to relations (articles I and II). Another find is that there seems to be a tension between the children’s social knowledge and the social norms explicitly formulated in the studied preschool context.

 

 

Abstract [sv]

I den här avhandlingen undersöker Lovisa Skånfors barns sociala vardagsliv i förskolan. Det specifika syftet är att bidra med kunskap om barns gemensamma sociala kunskaper i förskolans kamratkulturer, både vad gäller dess innehåll och hur de etableras och upprätthålls. Författaren har genom ett etnografiskt arbetssätt följt barns gemensamma aktiviteter på en 3-5-årsavdelning i en svensk förskola, under 1,5 år.

Resultatet visar att barns gemensamma sociala kunskaper handlar om hur man kan skapa och upprätthålla relationer och hur man kan distansera sig från relationer. Barns sociala relationer skapas och upprätthålls i relation till olika sociala resurser (rätt ålder, specifika kompetenser och tidigare etablerade relationer). Barn skapar dessutom distans till andra barn och vuxna genom att på olika sätt dra sig undan i förskolekontexten. Resultatet visar också att det tycks finnas en spänning mellan barnens gemensamma sociala kunskaper och de normer om kollektivitet som explicit formuleras i den studerade förskolekontexten.

Avhandlingen vänder sig till forskare och praktiker med intresse för frågor kring förskola och förskolebarns sociala samspel.

 

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2013. , 65 p.
Series
Karlstad University Studies, ISSN 1403-8099 ; 2013:32
Keyword [en]
Children's peer cultures, children's interactions, preschool, social status, power, exclusion, tokens, social resources, positioning theory, social representation theory, withdrawal strategies, ethical radar
Keyword [sv]
Barns kamratkulturer, barns interaktioner, förskola, status, makt, exklusion, sociala resurser, positioneringsteori, social representationsteori, strategier för att dra sig undan, etiska radar
National Category
Humanities Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:kau:diva-28622ISBN: 978-91-7063-510-6 (print)OAI: oai:DiVA.org:kau-28622DiVA: diva2:640004
Public defence
2013-09-27, Nyquistsalen 9C 203, Karlstad, 13:00 (Swedish)
Opponent
Supervisors
Funder
Swedish Research Council, 2004-1476
Available from: 2013-09-05 Created: 2013-08-12 Last updated: 2013-09-06Bibliographically approved
List of papers
1. Ethics in child research: Children's agency and researchers' 'ethical radar'
Open this publication in new window or tab >>Ethics in child research: Children's agency and researchers' 'ethical radar'
2009 (English)In: Childhoods Today, ISSN 1753-0849, E-ISSN 1753-0849, Vol. 3, no 1Article in journal (Refereed) Published
Abstract [en]

The article reflects on ethical dilemmas encountered during a study with 2–5-year-old children in preschool. A brief overview of the ethical research field indicates that discussions mostly revolve around problems of the consent process. Empirical illustrations are given and discussed in an endeavour to contribute to knowledge within this field. The conclusion is that ‘ethical radars’ are necessary throughout the research process, as children seem to have other ways of expressing acceptance and rejection/withdrawal than just verbally.

Keyword
child research, ethnography, ethics, preschool, children, Pedagogy
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-11326 (URN)
Available from: 2012-02-08 Created: 2012-02-08 Last updated: 2017-12-07Bibliographically approved
2. Hidden spaces and places in the preschool: Withdrawal strategies in preschool children's peer cultures
Open this publication in new window or tab >>Hidden spaces and places in the preschool: Withdrawal strategies in preschool children's peer cultures
2009 (English)In: Journal of Early Childhood Research, ISSN 1476-718X, E-ISSN 1741-2927, Vol. 7, no 1, 94-109 p.Article in journal (Refereed) Published
Abstract [en]

The article discusses how children make use of their preschool contex tin order to withdraw. Ethnographic observations were made of two- to five-year-old children’s interactions during free play and teacher-led activities in the preschool, and documentation was carried out through fieldnotes and video recordings. The empirical material was analysed using Corsaro’s theory on children’s peer cultures. Results show that children, in their peer cultures, construct withdrawal strategies – ‘making oneself inaccessible’ and ‘creating and protecting shared hidden spaces’ – by making use of the preschool’s organization of time and space.

Keyword
children, inclusion and exclusion, interactions, peer culture, withdrawal
National Category
Pedagogical Work Pedagogy
Research subject
Educational Work; Education
Identifiers
urn:nbn:se:kau:diva-11442 (URN)10.1177/1476718X08098356 (DOI)
Available from: 2012-02-08 Created: 2012-02-08 Last updated: 2017-12-07Bibliographically approved
3. Tokens, peer context and mobility in preschool children's positioning work
Open this publication in new window or tab >>Tokens, peer context and mobility in preschool children's positioning work
2010 (English)In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 3, no 2, 41-52 p.Article in journal (Refereed) Published
Abstract [en]

This article is about the positioning work of preschool children. Ethnographic observations were made of interactions among 2–5-year-olds in their preschool setting. In the analysis, Corsaro’s theoretical framework of children’s peer cultures and positioning theory as described by Harré & Langenhove were used. Results show that children share knowledge concerning their social positions in the peer group as built up, negotiable and possible to move between in relation to various ‘tokens’, namely established relationship, proper age and specific competence, all of which change in relevance depending on the actual peer context and activity.

Keyword
Preschool children, Peer cultures, Positioning work, Tokens, Ethnographic observation
National Category
Humanities
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-28618 (URN)
Available from: 2013-08-12 Created: 2013-08-12 Last updated: 2017-12-06Bibliographically approved
4. Barns samtal om etablerade relationer, rätt ålder och att vara duktig
Open this publication in new window or tab >>Barns samtal om etablerade relationer, rätt ålder och att vara duktig
(Swedish)Manuscript (preprint) (Other academic)
National Category
Humanities
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-28620 (URN)
Available from: 2013-08-12 Created: 2013-08-12 Last updated: 2013-09-05Bibliographically approved

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Citation style
  • apa
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  • de-DE
  • en-GB
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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