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  • 1.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Den komplexa väven: Att organisera för barns övergångar till och från förskoleklass2015In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 11, no 4, p. 1-16Article in journal (Refereed)
    Abstract [en]

    This study focuses on how children's transitions to and from preschool classes are organized in different schools. Principal’s arguments for this organization were sought via a web-based survey and analyzed using the frame factor theory in addition to theories of practical sense and the concept of continuity. The results show that children tend to make more transitions between social communities the younger they are. The distribution of the principal’s answers show that the majority of them, because of external conditions, split the preschool groups to new classes in the transition to preschool class. However, the same movements are not indicated in the transition to first grade. The results show how the work of organizing chidren’s transitions represent a complex web of external actual conditions as the number of children and the recruitment area of the school, the internal logics and ideas about what is best for children and best for continued learning as well as the school's own traditions of working with transitions.

  • 2.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Från förväntningar till motstånd och anpassning: Fyra barns övergångar till och från förskoleklass2013In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 6, no 15, p. 1-23Article in journal (Refereed)
    Abstract [en]

    This article focuses the Swedish preschool class and the transitions from preschool to compulsory school, out from children’s perspectives. The study indicates that children, in these transitions, are constructing identities such as future pupils, Ex preschoolers, playful preschool class children and adjusted and responsible pupils. It’s indicated that children’s ways of defining themselves, and their markings of borders between the institutions, are changing over time and are depending on the current context. The study also highlights how Swedish children conduct two school entries where they have to reconstruct both their identities and their understanding of institutional borders.

  • 3.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Förskoleklasslärare som gästarbetare: Gränsmarkeringar via sociala stängningar2010In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 3, no 1, p. 1-16Article in journal (Refereed)
    Abstract [en]

    The preschool class is an educational programme that has been created through an educational reform in Sweden in the late 1990s. The purpose was to construct a bridge between preschool and primary school, where the two institutions together would create a “new pedagogy”. My study of teacher identities in preschool class shows that the teachers are using strategies to mark their differences to other teachers. One strategy is to enhance in-groups and out-groups. These strategies also construct the preschool class as a security zone where the teachers distance themselves from other teachers, in contrast to the educational reform.

  • 4.
    Alnervik, Karin
    et al.
    Jönköping University.
    Öhman, Charlotte
    Jönköping University.
    Lidén, Eva
    Nilsson, Monica
    Jönköping University.
    Barn och vårdnadshavares minnen av deltagande i pedagogisk dokumentation2018In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 17, no 1Article in journal (Refereed)
    Abstract [en]

    The purpose of the article is to contribute with knowledge of pedagogical documentation with a particular focus on the importance of documentation from a democracy perspective. While there are many studies of pedagogical documentation, few studies explicit examine this practice from the perspective of children and guardians. Analyses, based on focus group data of children ́s and guardian ́s conversations from memories of the children ́s time spent in preschool in relation to educational documentation work, are presented. Pedagogical documentation practice is shown to contribute to the creation of a community of practice at the preschool, which in turn enabled democratic education.

  • 5.
    Asplund Carlsson, Maj
    et al.
    University of Borås, School of Education and Behavioural Science.
    Lunneblad, Johannes
    Till vildingarnas land. Barnboksförfattaren besöker förorten2013In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 6, no 7, p. 1-8Article in journal (Refereed)
    Abstract [en]

    Title: Where “the wild things” are: An author of children’s books on a visit to the suburbs Abstract:Few studies have been carried out on children’s literature from a post-colonial perspective. In this article, we look closer at four picture books recently published in Sweden with the purpose of giving children from urban areas patterns of identification. The aim of our study is to see how the ‘suburb’ is articulated as a multi-accented sign. Three themes are elaborated in our analysis, i.e. loneliness and alienation, drug abuse and misery as well as small business occurrence. We also discuss the consequences for children in early years of an encounter with a distorted or alienated view of suburban culture.

  • 6.
    Asplund Carlsson, Maj
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lunneblad, Johannes
    Göteborgs universitet, Inst för pedagogik, kommunikation och lärande.
    Till ”vildingarnas” land: Barnboksförfattaren besöker förorten2013In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 6, no 7, p. 1-9Article in journal (Refereed)
    Abstract [en]

    Few studies have been carried out on children’s literature from a post-colonial perspective. In this article, we look closer at four picture books recently published in Sweden with the purpose of giving children from urban areas patterns of identification. The aim of our study is to see how the ‘suburb’ is articulated as a multi-accented sign. Three themes are elaborated in our analysis, i.e. loneliness and alienation, drug abuse and misery as well as small business occurrence. We also discuss the consequences for children in early years of an encounter with a distorted or alienated view of suburban culture.

  • 7.
    Bevemyr, Mats
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Björk-Willén, Polly
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Events of potential learning: how preschoolers produce curriculum at the computer during free play periods2016In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 12, no 8, p. 1-16Article in journal (Refereed)
    Abstract [en]

    Abstract: The Swedish preschool curriculum emphasizes children’s learning through play. This means that children’s learning in everyday practice is accomplished through a complex mixture of teacher-led activities and activities the children themselves initiate. When learning is viewed as situated and constituted through social interaction (Lave & Wenger, 1991), almost all social events have learning potential. Consequently, from an educational and a curriculum point of view it is important to raise the question of how children’s learning can be made visible, and determine what kind of learning children’s own initiated (play) activities imply. The focus of the paper is on children’s (aged 3-5 years) “communities of practice” at the computer during “free play” period in two various Swedish preschools settings. Events of peer interaction are analyzed in detail to illustrate what kind of learning activities are going on at the computer, and to discuss these events of potential learning in relation to the curriculum goals and the educational practice. From a curriculum point of view, the analyses show that the children’s activities at the computer involve a variety of events that might provides for learning that can be viewed as goal-oriented. From the children’s point of view, the project of socialization seems to be the most prominent goal. A crucial point for educational success, however, is to understand not only what the object of learning is, rather what motivates children’s play apprenticeship in their own “communities of practice”. 

  • 8.
    Elfström Pettersson, Katarina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Teachers’ actions and children’s interests: Quality becomings in preschool documentation2017In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 14, no 2, p. 1-17Article in journal (Refereed)
    Abstract [en]

    High quality is considered to be important for children’s development and learning in early childhood education. Swedish preschool teachers are required to systematically develop their practice and support children’s learning, using documentation and taking children’s interests into account. From a posthumanist perspective, preschool documentation, models and templates could be seen as actively producing certain elements of quality.  Reading  documentation from eight Swedish preschool groups diffractively through different texts, such as the national curriculum, supportive texts and research, this article discusses how teachers’ actions and children’s interests are produced as important quality aspects in one of these groups.

  • 9.
    Emilson, Anette
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Pramling Samuelsson, Ingrid
    Göteborgs Universitet.
    Jakten på det kompetenta barnet2012In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 5, no 21, p. 1-16Article in journal (Refereed)
    Abstract [en]

    From different documentation situation the aim of this study is to investigate the focus of the documentation as well as the communication between preschool teachers and children in these situations. The research questions are: What is the focus of the documentation? What characterizes the communication between the teachers and the children when these teachers at the same time are documenting? To interpret and understand this communication Habermas’ concepts of communicative and strategic action are used. Data consists of video observations, where 157 minutes of recordings have been analyzed. 30 children, 1-3 years, and their 7 preschool teachers have participated in the study. The results show that it is mainly children’s achievements that are documented and that the preschool teachers either become silent observers or eager advocators of a particular discovery. What is communicated and documented by the teachers have a high degree of abstraction, and the communication is of a strategic character.

  • 10.
    Eriksson, Anita
    University of Borås, School of Education and Behavioural Science.
    Förskollärarens förtydligade ansvar: en balansgång mellan ett demokratiskt förhållningssätt och att utöva yrkeskunskap2014In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 7, no 6, p. 1-17Article in journal (Refereed)
    Abstract [sv]

    Artikeln fokuserar hur det för förskoläraren förtydligade ansvaret för den pedagogiska verksamheten som trädde i kraft 2011, tolkas och omsätts på en övergripande kommunal nivå och kommer till uttryck i förskolans pedagogiska praktik. Utifrån intervjuer och kommunala policydokument beskrivs och problematiseras hur detta ansvar tolkas och implementeras i två kommuner. Av studien framgår att tolkningarna varierar liksom sättet att implementera detta ansvar på när det gäller innehåll, omfattning och genomförande. På en diskursiv nivå beskrivs förskollärarens förtydligade ansvar både av utvecklingsledare, förskolechef och förskollärare som motiverat utifrån skillnader i yrkeskunskap mellan förskollärare och annan personal. I arbetslag bestående av olika yrkeskategorier i förskolans sociala praktik, beskrivs det däremot som känsligt att diskutera förändringar i ansvars- och arbetsfördelning utifrån denna skillnad.

  • 11.
    Eriksson, Anita
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Beach, Dennis
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Svensson, Ann-Katrin
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Förskolechefens ansvar och uppdrag ur ett kommunalt förvaltningsperspektiv2015In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 11, no 9, p. 1-17Article in journal (Refereed)
    Abstract [en]

    The revision of the Swedish Education Act and of the Pre-School Curriculum of 2010 involved ademand for improved pedagogical quality and for an alteration and clarification of roles and responsibilitieswithin the pre-school sector. In the revision the responsibilities, authorizations and rights to make decisions ofthe Heads of Preschool were articulated and clarified. This article describes and discusses how the newresponsibilities and tasks of the Heads of Preschool have been interpreted and how the response to the revisionshas manifested itself within a framework of municipal public administration. The data used consists of aquestionnaire answered by 48 administrative officials with responsibility for education government in differentmunicipalities. The result shows that the Heads of Preschool in a majority of municipalities are faced withincreasing responsibilities and a new accountability structure. In order to meet the demands for improvedpedagogical quality they are also expected to provide competence development opportunities for preschool staff.

  • 12.
    Hermansson, Carina
    Karlstad University, Faculty of Arts and Education.
    Images of Writing and the Writing Child2011In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 4, no 2, p. 41-59Article in journal (Refereed)
    Abstract [en]

    This article uses a discursive lens to illuminate how writing and the writing child is constructed in different texts since the nineteenth century. The concept ‘image’ is used as an analytical tool to gain perspective on dominant ideas about children as writers and their educational writing practices. These images are produced in educational practices, theories of writing, societal conceptions and didactic models, which together are referred to as a formation. The article ends by reflecting upon what consequences may be seen if taking a critical child perspective. The article provides an analysis against which writing teachers, teacher educators and researchers can gain a perspective on dominant ideas about young writers and their educational writing practices.

  • 13.
    Hermansson, Carina
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Images of writing and the writing child2011In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 4, no 2, p. 41-59Article in journal (Refereed)
    Abstract [en]

    This article uses a discursive lens to illuminate how writing and the writing child is constructed in different texts since the nineteenth century. The concept ‘image’ is used as an analytical tool to gain perspective on dominant ideas about children as writers and their educational writing practices. These images are produced in educational practices, theories of writing, societal conceptions and didactic models, which together are referred to as a formation. The article ends by reflecting upon what consequences may be seen if taking a critical child perspective. The article provides an analysis against which writing teachers, teacher educators and researchers can gain a perspective on dominant ideas about young writers and their educational writing practices.

  • 14.
    Hjort, Marie-Louise
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Pramling, Niklas
    Göteborgs universitet.
    Den blivande förskollärarens formering: en studie av verksamhetförlagda handledningssamtal, argumentationstraditioner och metaforik2014In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 7, no 10, p. 1-18Article in journal (Refereed)
    Abstract [sv]

    I denna studie analyserar vi hur erfarna förskollärare i rollen som handledare introducerar förskollärarstudenter i professionen. Studien genomförs mot bakgrund av ett delvis nytt uppdrag som förskolan fått under senare år, som bland annat yttrar sig i att förskolan nu är en del av utbildningssystemet. Med utgångspunkt i det teoretiska begreppet argumentationstraditioner och genom att analysera metaforiken i deltagarnas resonerande, studeras hur erfarna och blivande förskollärare navigerar spänningar centrala för professionen. Deltagarnas betoning av vissa argumentationstraditioner och användningen av viss metaforik diskuteras i termer av vad de implicerar för utvecklingen av de barn som deltar i en förskoleverksamhet som formas av dessa.

  • 15.
    Insulander, Eva
    et al.
    Mälardalen University, School of Education, Culture and Communication. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Svärdemo Åberg, Eva
    Stockholms universitet, Sweden.
    Vilken kunskap erkänns i det systematiska kvalitetsarbetet?: Om oförenliga tankestilar i dagens förskola2014In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 7, no 12, p. 1-18Article in journal (Refereed)
    Abstract [en]

    This study is to be seen in relation to the intensified ‘assessment culture’ that has evolved in today's educational system. The purpose is to discuss how the dualistic mission of the curriculum is being handled in preschools systematic quality work, by studying the representation and recognition of ideational and interpersonal knowledge. The study is based on video-observations of preschool teachers’ planning, work and follow up of three educational activities in two different preschools. The theoretical basis consist of a multimodal and design theoretical perspective used in combination with Ludwik Flecks work on thought styles and thought collectives. The analyse shows that the curriculum objectives are handled in contradictory ways. This is visible in interaction patterns that exhibit traces from incompatible thought styles.

  • 16.
    Jonsson, Agneta
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Förskollärares kommunikation med de yngsta barnen i förskolan: med fokus på kvalitativa skillnader i hur ett innehåll kommuniceras2016In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 12, no 1, p. 1-16Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to describe and analyze how preschool teacher’s ways to communicate with the youngest children in preschool contributes to conditions for children's learning. Data has been gathered from four Swedish preschools where observations were conducted to study teachers' communication with 1-3 year old children. The results of the study showed qualitative differences in teachers’ communication about a content. One conclusion is that a broad repertoire of ways to communicate seems to favor conditions for children as actors to jointly expand the content in focus. Another conclusion is that the repertoire of children's actions and expressions made possible appears to be related to qualitative differences in teachers’ communication.

  • 17.
    Lindh, Yvonne
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Barn och konst - samtal, kommunikation och demokrati2017In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 15, no 2, p. 1-18Article in journal (Refereed)
    Abstract [en]

    This article focuses on pre-school children and their meeting with public art in the form of sculptures. Together with their teacher they interact with the artworks, with each other, and they do their own interpretation at site by making drawings of the sculptures. The playful meeting between children and public art is described from a sociocultural and democratic perspective. The children’s own interpretations and interactions with the art are investigated using ethnographic method through participant observation. The result shows that pre-school children with the assistance of a proficient teacher meet the art, interpret it, interact with it, and connect it to their every-day lives, besides truly engaging in the artprocess. When visiting a museum where children require answers concerning the curators rearranging the art exhibition, the children's questions is handled based on a democratic and inclusive approach.

  • 18.
    Norling, Martina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    En studie om hur förskollärare och lärare resonerar om undervisningens innehåll i relation till barns språk-, läs- och skrivutveckling i förskola och förskoleklass2019In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 18, no 1, p. 1-16Article in journal (Refereed)
    Abstract [sv]

    Förskola och förskoleklass har fått tydligare riktlinjer gällande barns språk-, läs- och skrivutveckling. Den här studiens syfte är att belysa hur förskollärare i förskola och lärare i förskoleklass resonerar kring undervisningens innhehåll i relation till barns språk-, läs- och skrivutveckling i förskola och förskoleklass. Resultatet utgår från fyra fokusgruppsintervjuer med tjugotre verksamma förskollärare och lärare i förskoleklass. Resultatet visar att barn erbjuds informella och formella strategier där innehåll i undervisningen kan relateras till läroplanernas målbeskrivningar samt Bartons (2007) ekologiska teori, så som språkpraktiker, textpraktiker och läspraktiker. Vidare visar resultatet att undervisning i båda verksamheterna behöver problematiseras och diskuteras i relation till verksamheten samt till barns läs- och skriftspråksutveckling. Det behövs fortsatt forskning inom området för att undersöka hur verksamheterna implementerar nya riktlinjer gällande språk-, läs- och skrivutveckling, i syfte att skapa förutsättningar för progression i språk-, läs- och skrivutveckling i övergången mellan förskola och förskoleklass

  • 19.
    Olsson, Åsa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Finns det några kompetenta barn här?: Pedagogers gemensamma föreställningar om barn i pedagogisk dokumentation2019In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 18, no 2, p. 1-12Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to study preschool teachers’ shared views on competent children. In a project aiming at developing systematic quality work in preschool, a working model for pedagogical documentation was developed. Some fifty educators at 18 preschools participated and empirical material for research was generated within the project. The material consisted of written pedagogical documentation and focus group conversations about the documentation, and a social representation analysis was carried out in order to capture preschool teachers' shared views of competent children. The results show that ideas about competent children can be categorized as essential, relational and ideological, and that the categories and subcategories can be linked to various theories and views on children and children’s learning.

  • 20.
    Plymoth, Birgitta
    et al.
    Linköping University, Department of Social and Welfare Studies. Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Faculty of Arts and Sciences.
    Reimers, Eva
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    A Historical Overview: Care and Education Intersecting with Status and Class in Swedish Childminder Education 1975-20112015In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 9, no 3, p. 1-16Article in journal (Refereed)
    Abstract [en]

    From a perspective of status and class, this paper delineates changes in Swedish childminder education. The data are policy documents, documents from childminder training, and interviews with educators. The analysis is informed by post-structural theory. The study shows that the status of the childminder program has shifted between high and low status, and led toward differently classed life trajectories at different times. One reason for these variations is that the emphasis in childcare has shifted from care to teaching. This has at times increased the status of the education and the vocation, but also subverted the demand for childminders.

  • 21.
    Qvarsell, Birgitta
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Demokrati som möjlighet i små barns liv och verksamhet2011In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 4, no 2, p. 65-74-Article in journal (Refereed)
  • 22.
    Råde, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Vilka kompetenser beskriver förskollärarstudenter att de erhåller genom examensarbetet?2019In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 18, no 1, p. 1-15Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to analyse and discuss the competences Swedish preschool teacher students believe the final thesis has given them. An analysis of 114 student essays identified six academic and five professional competences that the students reported to have acquired, the most commonly reported ones being academic writing, subject knowledge and professional understanding. A majority of the competences identified, for example ‘critical approach’, have characteristics of both academic and professional competences. The academic competences enable analysis and understanding of the profession, a kind of “know why”-discourse, while the professional competences provide practical skills useful in the profession, a kind of “know how”-discourse. The similarities identified between academic and professional competences provide a potential for development of the final thesis.

  • 23.
    Saar, Tomas
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Kunskapsmöjligheter i svenska fritidshem.2012In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 5, no 3, p. 1-13Article in journal (Refereed)
    Abstract [en]

    Knowledge possibilities in the Swedish afterschool settings 

    This article discusses how the Swedish afterschool settings can be understood as a pedagogic practice. Interviews and field observations with teachers and children were analyzed from a discursive and network perspective. The teachers articulated a discourse about a professional competence to control the organization of the activities in relation to ideals and practical conditions. In practice, however, the children negotiated, challenged and developed the activities in ways that went beyond what was planned and possible to articulate, evaluate and control. The article proposes a pedagogy for the afterschool setting that is built on teachers and children’s joint descriptions of the knowledge possibilities that are ongoing produced in the activities.

     

     

  • 24.
    Simonsson, Maria
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Markström, Ann-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Utvecklingssamtal som uppgift och verktyg i förskollärares professionssträvanden i interaktion med föräldrar: [The Parent-Teacher Conference as a Task and Tool in the Pre-school Teachers' Professional Practice in Interaction with Parents]2013In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 6, no 10, p. 1-18Article in journal (Refereed)
    Abstract [en]

    Collaboration and communication between teachers and parents have during the last decades become increasingly highlighted in the Swedish preschool context. The aim of this study is to study the parent-teacher conference in the Swedish preschool and, based on interviews with preschool teachers, generate knowledge about how they view and the importance they give the parent-teacher conference as a social practice in the preschool and as a part of their profession. The analyses of the interviews show that the parent-teacher conference is an important tool for the teachers in order to create a professional relationship with the parents and to give them support in their parental role. Furthermore, the results show that the parent-teacher conference is central for creating a complete picture of the child, and that it can be seen as an   assessment practice for not only the child, the parents and the preschool as an institution but also for the preschool teachers themselves in their role as professionals.

  • 25.
    Skånfors, Lovisa
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Tokens, peer context and mobility in preschool children's positioning work2010In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 3, no 2, p. 41-52Article in journal (Refereed)
    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.

  • 26.
    Änggård, Eva
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Att skapa platser i naturmiljöer: Om hur vardagliga praktiker i en I Ur och Skur-förskola bidrar till att ge platser identitet2012In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 5, no 10, p. 1-16Article in journal (Refereed)
    Abstract [en]

    The purpose of this paper is to use data from an ethnographic study to analyse how places are given identities in an outdoor preschool. The preschool had 32 children between 1½ and 6 years divided in two groups. Each group had chosen their ‘own’ place that they generally visited three days a week. On the way to the places the same paths were used every day. Within the places different parts were used for normal preschool activities like eating, sleeping or playing. When the staff dramatized and the children played fantasy play the places were loaded with symbolic meanings. All these practices contributed to the process where the places were given identity.

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