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  • 1.
    Aili, Carola
    et al.
    Kristianstad University, Department of Behavioural Sciences.
    Ljung-Djärf, Agneta
    Kristianstad University, Department of Behavioural Sciences.
    Fly inte fältet!2003In: Pedagogiska magasinet, ISSN 1401-3320, no 1, p. 8-14Article in journal (Other academic)
  • 2.
    Aili, Carola
    et al.
    Kristianstad University, School of Education and Environment.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment.
    IT och lärarkårens professionalisering2001Manuscript (preprint) (Other (popular science, discussion, etc.))
  • 3.
    Aili, Carola
    et al.
    Kristianstad University, School of Education and Environment.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Permer, Karin
    Kristianstad University, School of Education and Environment.
    Permer, Lars Göran
    Kristianstad University, School of Education and Environment.
    Tullgren, Charlotte
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Problems in pre-school: a study of how problems are constituted and handled within the discursive practicies of the Swedish pre-school2006Conference paper (Refereed)
  • 4.
    Aili, Carola
    et al.
    Kristianstad University, School of Education and Environment.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment.
    Permer, Karin
    Kristianstad University, School of Education and Environment.
    Permer, Lars-Göran
    Kristianstad University, School of Education and Environment.
    Tullgren, Charlotte
    Kristianstad University, School of Education and Environment.
    What is identified as a "problem" in pre-schools?2005Conference paper (Refereed)
  • 5.
    Aili, Carola
    et al.
    Kristianstad University, School of Education and Environment.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment.
    Tullgren, Charlotte
    Kristianstad University, School of Education and Environment.
    Att göra alla nöjda: om ansvarsgörande i förskolearbetets lokala arbetsdelningsprocesser2010In: Dilemman i skolan: aktuella utmanignar och professionella omställningar / [ed] Göran Brante & Katrin Hjort, Kristianstad: Kristianstad University Press , 2010, p. 39-53Chapter in book (Other academic)
  • 6.
    Edfors, Ellinor
    et al.
    Kristianstad University, School of Health and Society, Avdelningen för Hälsovetenskap II.
    Freij, Maria
    Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Umans, Timurs
    Kristianstad University, School of Health and Society, Avdelningen för Ekonomi. Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Rehnstam-Holm, Ann-Sofi
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Pedagogisk karriärstege vid Högskolan Kristianstad – några reflektioner från beredningsgruppens arbete2014Conference paper (Other academic)
  • 7. Eriksson Lindstrand, Anna
    et al.
    Hansson, Lina
    Olsson, Rebecka
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Playful learning about light and shadow: a learning study project in early childhood education2016In: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 7, no 2, p. 333-348Article in journal (Refereed)
    Abstract [en]

    The purpose of the project was to explore how a learning study (LS) based on variation theory could support the development of playful physics learning in early childhood education. The study explored what patterns of variation used during a three-cycle LS challenged and developed children’s ways of discerning why a shadow occurred. The empirical material comprised a screening (n = 7), three video-documented interventions, and 78 individual pre- and post-test interviews (n = 39) at 4 - 5 years old. Three somewhat different patterns of variation were implemented within a playful frame in the three groups. The results indicate low and non/significant improvements in cycle A, somewhat higher and significant improvements in cycle B, and substantially higher and significant improvements in cycle C. The study indicates a promising ability to combine a playful approach with the variation theory perspective to stimulate children’s understanding of a quite advanced scientific phenomenon. The careful process of identifying potential critical aspects, the awareness of the relationship between the whole and its parts, and the concretization of simultaneity are discussed as key aspects of these findings.

  • 8.
    Gustavsson, Laila
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Jonsson, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning Design (LeaD). Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Thulin, Susanne
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Ways of dealing with children's questions about nature: a study based on Swedish preschool practice2014Conference paper (Other academic)
  • 9.
    Gustavsson, Laila
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Jonsson, Agneta
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Thulin, Susanne
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Ways of dealing with science learning: a study based on Swedish early childhood education practice2016In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 38, no 11, p. 1867-1881Article in journal (Refereed)
    Abstract [en]

    The Swedish school system offers curriculum-based early childhood education (ECE) organised as preschool (for 0–5-year-olds) and preschool class (for 6-year-olds). The intention to create a playful and educational environment based on children’s perspectives, interests, and questions is strongly based on historical and cultural traditions. This article develops knowledge of ECE teachers’ approaches to science-learning situations. The study applies a phenomenographic approach. The analysis is based on approximately 9.5 hours of video documentation of teacher-led and child-initiated Swedish ECE science activities. We identified two descriptive categories and four subcategories dealing with science-learning situations: (A) making anything visible, containing the three subcategories (Aa) addressing everyone, (Ab) addressing everything, and (Ac) addressing play and fantasy; and (B) creating a shared space for learning (Ba) addressing common content. These categories are related to how efforts to take advantage of children’s perspectives are interpreted and addressed in educational practice. The article discusses and exemplifies the use of various categories and their potential implications for ECE learning practice.

  • 10.
    Hermansson, Carina
    et al.
    Kristianstad University, School of Education and Environment.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment.
    Vad används arbetstiden till?: utvärderingsrapport2007Report (Other (popular science, discussion, etc.))
  • 11.
    Holmqvist, Mona
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning Design (LeaD).
    Developing practice by the iterative process in a learning study – a case study2013Conference paper (Refereed)
  • 12.
    Holmqvist, Mona
    et al.
    Göteborgs universitet.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Preschool teachers’ gaining from an in-service training course on Learning Study. Paper presented at The World Association of Lesson Studies (WALS) International Conference, November 26-28, Japan, Tokyo2011Conference paper (Refereed)
  • 13.
    Holmqvist Olander, Mona
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Learning Design (LeaD).
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Learning Design (LeaD).
    Theoretical appropriation in pre-school teachers’ expressions after in-service training2013In: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 4, no 7A2, p. 11-16Article in journal (Refereed)
    Abstract [en]

    Purpose: The aim of this article is to describe pre-school teachers’ learning of a theoretical framework, introduced in an in-service training by describing the ways they implicitly and explicitly appropriate the theoretical framework. Methods: This paper is the second analysis from a course evaluation that aimed to develop a group of 24 pre-school teachers’ knowledge and use of learning study. The empirical material was collected after a course funded by the Swedish National Agency of Education. The participants (n = 24) were all highly experienced pre-school teachers selected by their municipal employers. The course consisted of literature studies, theoretical discussions and practical work in the form of a learning study project focusing on the teachers’ own practices. They were divided into seven groups. Each group conducted one learning study. After the course, the pre-school teachers answered an evaluation and one of the questions analyzed here was: “Has your understanding of childrens learning developed during the course and, if so, in what way?” The answers were analyzed to show whether and how the theoretical framework was appropriated and expressed in their practice. Results: The result shows that all teachers understood the meaning of the concept of“variation” in the theoretical framework to mean variation of aspects of the content instead of variation of methods. Half of the teachers (n = 12) also used the concepts of variation theory properly, even if the question did not require them to do so. In total, 12 out of 24 participants used the concepts from the theoretical framework, namely: object of learning, critical aspects, variation, simultaneity and discernment.

  • 14.
    Holmqvist Olander, Mona
    et al.
    Kristianstad University, Research environment Learning Design (LeaD). University of Gothenburg.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning Design (LeaD).
    Using learning study as in-service training for preschool teachers2012In: Early education in a global context / [ed] John A. Sutterby, Bingley: Emerald , 2012, p. 91-107Chapter in book (Refereed)
    Abstract [en]

    The main focus of this study is preschool teachers’ own learning from a specific course aimed to develop their knowledge of how to use learning study (LS) in preschool. The study included 24 qualified and experienced preschool teachers who took part in the course. The course was funded by the Swedish National Agency for Education and the teachers were chosen by their municipal employers. An analysis is made of their experiences of the in-service course on LS and variation theory. The 24 preschool teachers were divided into seven groups, each of which implemented one LS. A total of 162 preschool children participated. After the course, the participants were asked, “How do you think LS can contribute in preschool?” Their answers were analyzed, and six qualitatively different categories were found, capturing their different perspectives. In the studies reported in this chapter, the results of the children's learning outcomes are also briefly reported to offer readers a background understanding of the teachers’ experiences. The children's learning outcomes did all show an improvement. In describing their experiences of the in-service training using LS, all of the 24 participating preschool teachers reported that their understanding of children's learning had changed and improved. They specifically mentioned having a stronger focus on content than before, seeing the difference between learning and method by separating them, and focus on the learning of a defined content in the first place.

  • 15.
    Jonsson, Agneta
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Thulin, Susanne
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Gustavsson, Laila
    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).
    Ljung Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Ways of dealing with science learning: a study based on Swedish early childhood education practice2017Conference paper (Other academic)
    Abstract [en]

    The Swedish school system offers curriculum-based early childhood education (ECE) organised as preschool (for 0–5-year-olds) and preschool class (for 6-year-olds).The intention to create a playful and educational environment based on children ’s perspectives, interests, and questions is strongly based on historical and cultural traditions. This article develops knowledge of ECE teachers ’approaches to science-learning situations. The study applies a phenomenographic approach.The analysis is based on approximately 9.5 hours of video documentation of teacher-led and child-initiated Swedish ECE science activities. We identified two descriptive categories and four subcategories dealing with science-learning situations: (A) making anything visible, containing the three subcategories (Aa) addressing everyone, (Ab) addressing everything, and (Ac) addressing play and fantasy; and (B) creating a shared space for learning (Ba) addressing common content. These categories are related to how efforts to take advantage of children ’s perspectives are interpreted and addressed in educational practice. The article discusses and exemplifies the use of various categories and their potential implications for ECE learning practice.

  • 16.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Datalekens didaktiske muligheter2014In: Barnehagedidaktikk: en dynamisk og flerfaglig tilnærming / [ed] Broström, Stig; Lafton, Tove og Letnes, Mari-Ann, Bergen: Fagbokforlaget, 2014, p. 198-208Chapter in book (Other academic)
  • 17.
    Ljung-Djärf, Agneta
    Kristianstad University, Department of Behavioural Sciences.
    Datorn: ett hot, ett tillgängligt val eller ett viktigt inslag i verksamheten?2005In: Att undervisa, ISSN 0345-0384, no 2, p. 14-16Article in journal (Other (popular science, discussion, etc.))
  • 18.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Datorn i förskolans lärandemiljö2001Conference paper (Refereed)
  • 19.
    Ljung-Djärf, Agneta
    Kristianstad University, Department of Behavioural Sciences.
    Fröken, får jag spela data?: datorn i förskolans lärandemiljö2002In: Säljö, Roger, Linderoth, Jonas (red.). Utm@ningar och e-frestelser: IT och skolans lärkultur, Stockholm: Prisma , 2002, p. 280-301Chapter in book (Other academic)
  • 20.
    Ljung-Djärf, Agneta
    Kristianstad University, Department of Behavioural Sciences.
    ICT and pre-school: teachers' professional knowledge2007In: Aili, C., Nilsson, L-E., Svensson, L.G., Denicolo, P. (eds), In tension between organization and profession: professionals in Nordic public service, Lund: Nordic Academic Press , 2007, p. 283-301Chapter in book (Other academic)
  • 21.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Illustrations in multi-media programs: a way to understand science? Paper presented at The 4th International Multi-Conference on Society, Cybernetics and Informatics: IMSCI 2010, June 29-July 2, 2010, Orlando, Florida, USA2010In: Proceedings, vol. II / [ed] Carrasquerro, J.V., Fonseca, D., Malpica, F., Oropeza, A, Welsch, F., Orlando: International Institute of Informatics and Systemics , 2010, p. 296-301Conference paper (Refereed)
  • 22.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Learning Design (LeaD).
    In what way can lesson/learning study contribute to increase preschool teaching?2012Conference paper (Refereed)
  • 23.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning Design (LeaD). Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    In what way is learning study grounded in Action Research?2013Conference paper (Refereed)
  • 24.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Informations- och kommunikationsteknik i förskolan: en studie med fokus på kontext och barns beskrivna erfarande2000Conference paper (Refereed)
  • 25.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Learning Design (LeaD).
    Learning study – putting a theory of learning into practice. Paper presenterat vid the World association of lesson and learning studies (WALS), september 2013, Göteborg2013Conference paper (Refereed)
  • 26.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Mönster i barns samvaro vid datorn i förskolan2003Conference paper (Refereed)
  • 27.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Play around the computer2005Conference paper (Refereed)
    Abstract [en]

    This paper is focusing the computer using practice within pre-school activity. Data was collected in three pre-school units with children from 3-6 years of age. The data consists of approximately 13 hours of video-documented observations supplemented by additional field notes of the same events; nine interviews with the teachers and 38 interviews with the children. The study sheds light on the situated valuation, which is ongoing within an institutional practice such as pre-school. The general picture of the teachers’ ways of handling the computer use is described with two main focuses: first, as constituted in the meeting between political visions and every day practice and second, as grounded in the rationality dominating within the discursive practice. In conclusion, it is argued that the dominating rationalities constitute three different meaning shaping practices, in the study labelled as protective, supporting and guiding. These environments do afford quite different possibilities when it comes to getting access to learning about as well as by the computer.

  • 28.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning Design (LeaD).
    Protection, support and guidance: three ways of talking about and dealing with computer use in pre-school activity2004Conference paper (Refereed)
  • 29.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment.
    Science illustrations in multi-media context: "Ants in the pants", an example from pre-school. Posterpresentation vid OMEPS världskongress, Göteborg, 9-10 augusti 20102010Conference paper (Other academic)
    Abstract [en]

    When using different kinds of illustrations in educational settings; such as pictures or models; transparency is often taken for granted and assumed to be unproblematic. However, different ways of making meaning from visual information are related to culture and context. This poster presentation reports on a pilot study within a Swedish Research Council Project called Illustrations making meaning? Young pupils encountering explanatory pictures and models in science and mathematics education in primary school and pre-school. The aim of the project is to investigate young pupils' encounters with explanatory pictures and models in science and mathematics in primary school and pre-school. Electronic multi-media programs are a common feature in pre-schools nowadays. The aim of the present study is to give an example of how children may meet science in the kinds of software used at pre-school. An inventory that was carried out at ten pre-school departments shows that a program called Ants in the pants is frequently used. The scientific content is described as "you will learn about such as animals, bugs, birds, fungus and trees". An analysis of the software is made with a particular focus on the scinetific illustrations.

  • 30.
    Ljung-Djärf, Agneta
    Kristianstad University, Department of Behavioural Sciences.
    Spelet runt datorn: datoranvändande som meningsskapande praktik i förskolan2004Doctoral thesis, monograph (Other academic)
  • 31.
    Ljung-Djärf, Agneta
    Kristianstad University, Department of Behavioural Sciences.
    Spelet vid datorn: dynamiken vid barns samvaro runt datorn i förskolan2004In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 9, no 2, p. 115-128Article in journal (Refereed)
    Abstract [sv]

    Undersökningar visar att samarbete, kommunikation och interak-tion mellan barnen inte bara erbjuds utan också ständigt är närvarande när datorn används i olika utbildningsverksamheter. Det finns dock anledning att kontrastera och kritiskt ganska den stundtals oproblematiska bild av barns samarbete som framträder i tidigare studier. Den här studiens syfte är att lyfta fram dynamiken i samvaron runt datorn i förskolan och analysen riktas därmed mot den sociala dynamik som utspelar sig då barnen samlas runt datorn. Det empiriska materialet består av observationer insamlade på tre svenska förskoleavdelningar. Tre positio-ner, benämnda ägar-, deltagar- och åskådarpositionen, har definierats. Dessa posi-tioner är såväl statiska – så till vida att med dem följer ett visst handlingsutrymme inkluderande vissa rättigheter, skyldigheter och förväntningar – som dynamiska, genom att barnen bland annat beroende på variationer i tidigare erfarenheter har olika möjligheter att utnyttja det handlingsutrymme som erbjuds inom positionernas ram. Spelet runt datorn i förskolan innebär att positionerna kontinuerligt definieras och förändras i relation till varandra.

  • 32.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Learning Design (LeaD).
    The learning study process: a collaborative way to develop the use of contrast of critical aspects in preschool educational practice2013In: Journal of Studies in Education, ISSN 2162-6952, Vol. 3, no 1, p. 33-47Article in journal (Refereed)
    Abstract [en]

    The aim of the study is to investigate how contrast of critical aspects of the object of learning could be used to improve children’s ways of discerning the mathematical concept twice as, by analyzing an learning study project in Swedish preschool. The empirical material consisted of verbatim transcriptions of a screening (n=24), three video-documented interventions, and 132 individual test forms (n=44) completed before and after a teaching activity and four weeks later. By letting different aspects related to the intended object of learning appear as variant or invariant, different patterns of variation were used in developing the interventions. The results shows differences related to the children's learning in each of the three cycles. It indicates that a conscious use of simultaneity and contrast of identified critical aspects seems successful in stimulating children’s short- as well as long-term learning. Thus, the results of the study suggest that variation theory can serve as a guiding principle in the development of pedagogical design in preschool. The study also indicates the need for more LS projects on the application of variation theory in preschool educational practice.

  • 33.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment.
    The owner, the participant and the spectator: positions and positioning in peer activity around the computer in pre-school2008In: Early Years, ISSN 0957-5146, Vol. 28, no 1, p. 61-72Article in journal (Refereed)
    Abstract [en]

    One of the most important benefits of computer use within educational settings has been described as its potential for use in collective activity. However; there is a need to take a closer look at the apparently unproblematic picture of children's actual cooperation around the computer. The purpose of this research was to study positions and positioning in peer activity around the computer in pre-school. Data were collected in three different Swedish municipal pre-school units with children from three to six years of age. In this paper three positions, described as 'owner', 'participant' and 'spectator', are identified and discussed. The positions are static as they constitute a specific space for acting, including rights, duties and obligations. They are also dynamic as, in relation to previous experiences, they appear to imply different opportunities to use the afforded space for acting. The play around the computer implies that positions and positioning are continuously defined and transformed in relation to each other.

  • 34.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Learning Design (LeaD).
    The preschool learning study process: a joint reflection on the use of contrast of critical aspects2012In: Abstracts book, 2012, p. 96-97Conference paper (Refereed)
    Abstract [en]

    The aim of the study is to describe the ways in which contrast of critical aspects of the object of learning is used to improve children’s ways of discerning the concept twice as found by analysing a learning study process in Swedish preschool. By that, the attempt is to contribute to an expanded understanding of application of learning study and variation theory in preschool educational practice. One researcher, five preschool teachers and 44 preschool children (6 year olds) participated in the project. The empirical material consists of verbatim transcriptions of three video documented interventions and 132 individual test forms (pre-, post- and delayed post-test). The preschool learning study process analysed in this study has been built up by a joint reflection on the use of contrast of critical aspects related to the intended object of learning. The study suggests that a developed use of contrast of critical aspects of the object of learning seem to have bearing on children’s ways of discerning aspects of their surrounding world short- as well as long term. Main principles found seemingly emerging the children’s ways of discerning the intended object of learning is discussed in terms of separation, contrast and generalisation. However, the study indicates the need of additional complementary learning study projects to further expand the knowledge of what it means and entails to take critical aspects of the intended object of learning into account when dealing with content focus in preschool educational practice.

  • 35.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment.
    To play or not to play - That is the question: computer use within three Swedish preschools2008In: Early Education and Development, ISSN 1040-9289, E-ISSN 1556-6935, Vol. 19, no 2, p. 330-339Article in journal (Refereed)
    Abstract [en]

    Research Findings: This article is about computer use in 3 Swedish preschools with a specific focus on the preschool teacher's way of managing this use. Data were collected in 3 preschools serving children from 3 to 5 years of age. The data consisted of approximately 13 hr of video-documented observations and interviews with 9 teachers. The study is an example of a situated evaluation, which is an evaluation that takes place within an institutional practice such as a preschool. A key question is how this new artifact should be used in preschool activities. Practice or Policy: The study revealed how political and theoretical visions may be realized in everyday preschool practices. The teacher's approach to computer use was shown to be determined by a combination of the teacher's assumptions about the possibilities of computers and the dominant underlying principle or rationale at work in the preschool. It is argued that the computer is treated differently depending on whether a caring, nurturing, or teaching rationale dominates. It is also argued that the dominant rationale produces three different meaning-shaping practices; in the study, these are labeled protective, supporting, and guiding. These environments afford quite different possibilities for children to learn about and from the computer.

  • 36.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment.
    ”Twice as is the same as same as but twice”: children discerning a basic mathematical conceptduring a learning study process in preschool. Paper presentation vid The worldorganisation for early childhood education (OMEP) 28:e världskonferens2012Conference paper (Other academic)
  • 37.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment.
    What's the difference between the tomatoes?: contrast of critical aspects and preschool children's generative learning. Paperpresentation vid OMEP:s världskonferens, Hong Kong, 7-9 juli2011Conference paper (Other academic)
  • 38.
    Ljung-Djärf, Agneta
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Bringsén, Åsa
    Kristianstad University, School of Health and Society, Avdelningen för Oral hälsa och folkhälsovetenskap. Kristianstad University, Forskningsmiljön Människa - Hälsa - Samhälle (MHS).
    Preventivt arbete mot trakasserier och mobbning vid Högskolan Kristianstad2015In: Ledarutvecklingsprogram för kvinnor och män vid Lunds universitet 2013-2014: erfarenheter från ett genusintegrerat ledarskapsprogram / [ed] Kajsa Widén, Inger Lövkrona, Lund: AKKAdemien för ledarskapsutveckling, Lunds universitet , 2015, p. 135-145Chapter in book (Other academic)
    Abstract [sv]

    Högskolan i Kristianstads deltagare har undersökt trakasserier och mobbning Preventivt arbete mot trakasserier och mobbning vid Högskolan i Kristianstad. Högskolan har en rad dokument som beskriver det förebyggande arbetet samt hantering av incidenter av mobbning och trakasserier. Dokumenten pekar ut på ett övergripande plan vad som är ett acceptabelt bemötande, alla medarbetares ansvar att föra vidare information om risker och/eller incidenter. Högskolan genomför vartannat år en arbetsmiljöenkät för att få en ökad kunskap om arbetstagarnas psykosociala miljö, dvs. för att få veta hur det ser ut i praktiken. Ett oroväckande högt antal anställda upplever sig ha blivit utsatta för hot, våld och trakasserier i anslutning till arbetet. Lika oroväckande, finner gruppen, är det faktum att det är få som pratar med  sin närmaste chef eller gör en formell anmälan. Detta gör att problemet är svårt att definiera, hantera och göra något åt.

  • 39.
    Ljung-Djärf, Agneta
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning Design (LeaD). Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Eriksson Lindstrand, A.
    Hansson, Lina
    Olsson, R.
    Light and shadow: children discering a physical phenomenon during a preschool learning study project2014Conference paper (Other academic)
  • 40.
    Ljung-Djärf, Agneta
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning Design (LeaD). Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Eriksson Lindstrand, A.
    Hansson, Lina
    Olsson, R.
    Varför blir det en skugga?: slutsatser från ett learning study projekt i förskolan2014Conference paper (Other academic)
  • 41.
    Ljung-Djärf, Agneta
    et al.
    Kristianstad University, School of Education and Environment.
    Holmqvist, Mona
    Kristianstad University, School of Education and Environment.
    Learning study in preschool: some methodological conclusions and implications. Paperpresentation vid OMEP:s världskonferens, Hong Kong, 7-9 juli2011Conference paper (Other academic)
  • 42.
    Ljung-Djärf, Agneta
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Holmqvist, Mona
    Theoretical based reflection on practice2013Conference paper (Refereed)
  • 43.
    Ljung-Djärf, Agneta
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Holmqvist Olander, Mona
    Kristianstad University, Research environment Learning Design (LeaD). University of Gothenburg.
    Using learning study to understand preschoolers’ learning: challenges and possibilities2013In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 45, no 1, p. 77-100Article in journal (Refereed)
    Abstract [en]

    This article reports a meta-analysis based on a multiple case study of the use of learning study (LS) to understand children’s learning in Swedish preschool. The aim is to investigate whether and how the LS model can be developed, adjusted and used to meet contemporary demands placed upon preschool teachers for increased content focus and improved cognitive outcomes. The research questions are (1) How can the LS model be adapted to understand preschool children’s learning? and (2) What challenges and possibilities arise in such process? The material consists of video documentation of eight meetings, 10 interventions and 237 individual, hands-on interviews with preschoolers collected within five LS projects in Sweden including seven researchers, 10 teachers/student teachers and 86 children. Four features (approach to learning, way of guiding the children, content focus and assessment of children’s learning) found to be possibly challenging in the tension between the school based LS model and the preschool context are used to demonstrate changes made to the LS that allowed it to be adapted to preschool settings. We conclude that the LS model may be applied and adjusted to preschool settings to deepen the teachers’ understanding of children’s learning, but the tradition of seeing learning in preschool as doing, having fun or playing should be challenged and revised in a new way unique to this setting. An educational practice combining play with learning in a more purposeful way has to be developed along with better methods to assess children’s learning.

  • 44.
    Ljung-Djärf, Agneta
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Learning Design (LeaD).
    Holmqvist Olander, Mona
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Learning Design (LeaD).
    Wennås Brante, Eva
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Learning Design (LeaD).
    Patterns of variation: a way to support and challenge early childhood learning?2013In: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 4, no 7A1, p. 33-42Article in journal (Refereed)
    Abstract [en]

    The purpose in this article is to elaborate on how the use of patterns of variation designed by variation theory can challenge and develop the early childhood education (ECE) practice. The analysis is based on six learning study (LS) projects conducted in Swedish ECE. A LS is a systematical, theoretical based de- velopment of teacher professionalism, often in close cooperation with researchers. The projects included 17 teachers, 140 children and 7 researchers. The video documented empirical material consists of 16 analysis meetings, 14 interventions and 407 pre-, post-, and delayed posttests. Each project is a concrete example of the use of patterns of variation to increase early childhood learning. In all cases a tendency of qualitative changes in children’s ways of discerning the object of learning could be noticed. The purpose is to search for how this can be understood from a variation theoretical perspective. The main focus is on changed ways of performing the interventions to search for how patterns of variation were used to create and capture the learning situations throughout the projects. One of our findings is that we have seen that it takes more than one intervention for the teachers to capture which aspects of the object of learning are critical in the targeted group, but as the iterative process allows them to try out the design more than once, they manage to find them. The second finding is that the teachers changed focus from taken for granted assumptions of each child to focusing on their own design to facilitate the child’s learning. Finally, the aspect supposed to be discerned has to vary against an invariant background to be discerned by the chil- dren, and to separate the principle from the representation is needed to be able to generalize their new knowledge.

  • 45.
    Ljung-Djärf, Agneta
    et al.
    Kristianstad University, School of Education and Environment.
    Magnusson, A.
    Pre-school children's sustainable thinking: the organic decomposition process as intended object of learning at pre-school. Paper presented at WALS 2010, Brunei Darussalam, 9-10 December2010Conference paper (Refereed)
  • 46.
    Ljung-Djärf, Agneta
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Magnusson, Andreas
    Kristianstad University, School of Education and Environment.
    Peterson, Sam
    Kristianstad University, School of Education and Environment.
    From doing to learning: changed focus during a pre-school learning study project on organic decomposition2014In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 36, no 4, p. 659-676Article in journal (Refereed)
    Abstract [en]

    We explored the use of the learning study (LS) model in developing Swedish pre-school science learning. This was done by analysing a 3-cycle LS project implemented to help a group of pre-school teachers (n?=?5) understand their science educational practice, by collaboratively and systematically challenging it. Data consisted of video recordings of 1 screening (n?=?7), 1 initial planning meeting, 3 analysis meetings, 3 interventions, and 78 individual test interviews with the children (n?=?26). The study demonstrated that the teachers were initially uncomfortable with using scientific concepts and with maintaining the children's focus on the object of learning without framing it with play. During the project, we noted a shift in focus towards the object of learning and how to get the children to discern it. As teachers? awareness changed, enhanced learning was noted among the children. The study suggests that the LS model can promote pre-school science learning as follows: by building on, re-evaluating, and expanding children's experiences; and by helping the teachers focus on and contrast critical aspects of an object of learning, and to reflect on the use of play, imagination, and concepts and on directing the children's focus when doing so. Our research showed that the LS model holds promise to advance pre-school science learning by offering a theoretical tool useable to shift the focus from doing to learning while teaching science using learning activities.

  • 47.
    Ljung-Djärf, Agneta
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Mårdsjö Olsson, Ann-Charlotte
    Göteborgs universitet.
    Thulin, Susanne
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Förskolans uppdrag2013In: Learning study i förskolan / [ed] Mona Holmqvist Olander, Lund: Studentlitteratur, 2013, 1, p. 37-48Chapter in book (Other academic)
  • 48.
    Ljung-Djärf, Agneta
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Learning Design (LeaD).
    Thulin, Susanne
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Gustavsson, Laila
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Variation theory in early childhood education – focus on learning. Symposium organiserat vid World association of lesson and learning studies (WALS), september 2013, Göteborg2013Conference paper (Refereed)
  • 49.
    Ljung-Djärf, Agneta
    et al.
    Kristianstad University, School of Education and Environment.
    Tullgren, Charlotte
    Kristianstad University, School of Education and Environment.
    Datorer på förskolevis2009In: Förskoleforum.se, no 1/6Article in journal (Other academic)
    Abstract [sv]

    Hur ska datorn och dess möjligheter användas i förskolans verksamhet? Kan ny teknik tillföra något när det gäller skapande, fantasi och kreativetet, eller ska barns datoranvändande snarare ses som en konkurrent till den ”goda” leken?

  • 50.
    Ljung-Djärf, Agneta
    et al.
    Kristianstad University, School of Education and Environment.
    Tullgren, Charlotte
    Kristianstad University, School of Education and Environment.
    Den goda datorleken2009In: Pedagogiska magasinet, ISSN 0345-0384, no 1, p. 32-35Article in journal (Other academic)
12 1 - 50 of 63
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