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Jonsson, K. & Lillvist, A. (2019). Promoting social learning in the Swedish leisure time centre. Education Inquiry, 0(3), 243-257
Åpne denne publikasjonen i ny fane eller vindu >>Promoting social learning in the Swedish leisure time centre
2019 (engelsk)Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 0, nr 3, s. 243-257Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Swedish leisure time centres (LTCs) are included in the Swedish Education Act and are used by almost every pupil in the age range of 6–9 years. They are governed by national policy documents with a certain emphasis on social learning. This article aims to highlight the LTC staff’s perspectives on their work of promoting social learning in the Swedish LTC. The article is based on a qualitative study, with data from group interviews with 21 LTC staff. The data are analysed with an abductive approach, with Bronfenbrenner’s bioecological systems theory as a theoretical point of departure. Our results show that the work is directed both by the staff’s beliefs and by the structural conditions of the activities, which the staff seldom feel able to influence. This causes frustration among staff and, owing to a lack of didactic reflections, social learning among pupils is not optimised. We argue that the LTC needs to be further explored, at the municipal and local management levels, to enable optimised social learning for pupils in the LTC.

HSV kategori
Identifikatorer
urn:nbn:se:mdh:diva-40207 (URN)10.1080/20004508.2019.1571358 (DOI)2-s2.0-85061048399 (Scopus ID)
Tilgjengelig fra: 2018-07-06 Laget: 2018-07-06 Sist oppdatert: 2019-12-12bibliografisk kontrollert
Andersson, A.-L., Wilder, J., Klang, N., Magnússon, G. & Lillvist, A. (2019). Teachers' perspectives on the learning situation in school of students with mild intellectual disabilities. Paper presented at THE WORLD CONGRESS OF THE INTERNATIONAL ASSOCIATION FOR THE SCIENTIFIC STUDY OF INTELLECTUAL AND DEVELOPMENTAL DISABILITIES (IASSIDD), 6-9 Aug 2019, Glasgow. Journal of Intellectual Disability Research, 63, 762-762
Åpne denne publikasjonen i ny fane eller vindu >>Teachers' perspectives on the learning situation in school of students with mild intellectual disabilities
Vise andre…
2019 (engelsk)Inngår i: Journal of Intellectual Disability Research, ISSN 0964-2633, E-ISSN 1365-2788, Vol. 63, s. 762-762Artikkel i tidsskrift, Meeting abstract (Fagfellevurdert) Published
Emneord
Inclusive Education
HSV kategori
Forskningsprogram
didaktik
Identifikatorer
urn:nbn:se:mdh:diva-40061 (URN)10.1111/jir.12658 (DOI)
Konferanse
THE WORLD CONGRESS OF THE INTERNATIONAL ASSOCIATION FOR THE SCIENTIFIC STUDY OF INTELLECTUAL AND DEVELOPMENTAL DISABILITIES (IASSIDD), 6-9 Aug 2019, Glasgow
Tilgjengelig fra: 2019-08-12 Laget: 2019-08-12 Sist oppdatert: 2019-08-30bibliografisk kontrollert
Lillvist, A. & Sandberg, A. (2018). Early childhood education in Sweden: Policies, curriculum, quality and future challenges. In: Handbook of International Perspectives on Early Childhood Education: (pp. 341-349). Taylor and Francis
Åpne denne publikasjonen i ny fane eller vindu >>Early childhood education in Sweden: Policies, curriculum, quality and future challenges
2018 (engelsk)Inngår i: Handbook of International Perspectives on Early Childhood Education, Taylor and Francis , 2018, s. 341-349Kapittel i bok, del av antologi (Annet vitenskapelig)
Abstract [en]

The first Swedish preschool for young children was established in 1836 to provide a practical solution to the problem of child supervision during the Industrial Revolution. During this period of intense industrialization, women began working in urban factories and thus required daytime childcare. A century later, in the 1930s, the Swedish idea of family policy was challenged by sociologists Alva and Gunnar Myrdal. They had a political vision of public childcare and championed a scientific approach to child development. A social pedagogical preschool was developed, emphasizing children’s right to an inspiring environment outside of the home. National reforms were implemented, establishing child health centers, child benefits for all children, and municipal grants for preschool teachers’ salaries.

sted, utgiver, år, opplag, sider
Taylor and Francis, 2018
HSV kategori
Identifikatorer
urn:nbn:se:mdh:diva-39372 (URN)10.4324/9781315562193 (DOI)2-s2.0-85047050321 (Scopus ID)9781317203629 (ISBN)9781138673021 (ISBN)
Tilgjengelig fra: 2018-05-31 Laget: 2018-05-31 Sist oppdatert: 2018-05-31bibliografisk kontrollert
Lillvist, A. & Sandberg, A. (2018). Early Childhood Education in Sweden: Policies, Curriculum,Quality and Future Challanges (1ed.). In: Jaipaul L. Roopnarine, James E. Johnson, Suzanne Flannery Quinn, Michael M. Patte (Ed.), Handbook of International Perspectives on Early Childhood Education: (pp. 341-350). New York, NY: Taylor & Francis Group
Åpne denne publikasjonen i ny fane eller vindu >>Early Childhood Education in Sweden: Policies, Curriculum,Quality and Future Challanges
2018 (engelsk)Inngår i: Handbook of International Perspectives on Early Childhood Education / [ed] Jaipaul L. Roopnarine, James E. Johnson, Suzanne Flannery Quinn, Michael M. Patte, New York, NY: Taylor & Francis Group , 2018, 1, s. 341-350Kapittel i bok, del av antologi (Fagfellevurdert)
sted, utgiver, år, opplag, sider
New York, NY: Taylor & Francis Group, 2018 Opplag: 1
HSV kategori
Forskningsprogram
didaktik
Identifikatorer
urn:nbn:se:mdh:diva-41069 (URN)10.4324/9781315562193-24 (DOI)1138673021 (ISBN)
Tilgjengelig fra: 2018-09-29 Laget: 2018-09-29 Sist oppdatert: 2019-05-29
Ärlemalm- Hagser, E. (2018). Förskollärarstudenters kunskapsskapande - Ett högskolepedagogiskt forskningsprojekt. In: Eva Ärlemalm-Hagsér och Marie Öhman (Ed.), Högskolepedagogisk utveckling i teori och praktik: (pp. 127-139). Västerås: Mälardalens högskola
Åpne denne publikasjonen i ny fane eller vindu >>Förskollärarstudenters kunskapsskapande - Ett högskolepedagogiskt forskningsprojekt
2018 (svensk)Inngår i: Högskolepedagogisk utveckling i teori och praktik / [ed] Eva Ärlemalm-Hagsér och Marie Öhman, Västerås: Mälardalens högskola , 2018, s. 127-139-Kapittel i bok, del av antologi (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Västerås: Mälardalens högskola, 2018
Serie
Mälardalen Studies in Educational Sciences ; 39
HSV kategori
Identifikatorer
urn:nbn:se:mdh:diva-40402 (URN)978-91-7485-341-4 (ISBN)
Tilgjengelig fra: 2018-08-21 Laget: 2018-08-21 Sist oppdatert: 2018-09-19bibliografisk kontrollert
Wilder, J. & Lillvist, A. (2018). Learning journey: a conceptual framework for analyzing children's learning in educational transitions. European Early Childhood Education Research Journal, 26(5), 688-700
Åpne denne publikasjonen i ny fane eller vindu >>Learning journey: a conceptual framework for analyzing children's learning in educational transitions
2018 (engelsk)Inngår i: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 26, nr 5, s. 688-700Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Research about transitions in early childhood education has had an upsurge especially in the last 15 years. Much attention has been directed to what constitutes and builds up positive transitions. Although, as learning is one of the main tasks in educational settings, there is a need for more explicit research discussions in the transition research field about children's learning in transition. The aims of this article are to discuss and unravel the theoretical concept learning journey' and to propose a conceptual framework for analyzing children's learning in early educational transitions. The article gives a review of the concept learning journey and related terms: learning, continuity/discontinuity, change, collaboration and time. A conceptual framework of learning journey is proposed and a model presented. The model is discussed in relation to the PPCT-model of Urie Bronfenbrenner and a final discussion set the proposed conceptual framework of learning journey in the context of application to early childhood education.

sted, utgiver, år, opplag, sider
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2018
Emneord
Transition to school, learning, collaboration, learning journey, conceptual framework
HSV kategori
Identifikatorer
urn:nbn:se:mdh:diva-41304 (URN)10.1080/1350293X.2018.1522736 (DOI)000448059100006 ()2-s2.0-85053939775 (Scopus ID)
Tilgjengelig fra: 2018-11-08 Laget: 2018-11-08 Sist oppdatert: 2019-01-04bibliografisk kontrollert
Sandberg, A., Lillvist, A. & Ärlemalm-Hagser, E. (2018). Undervisning i olika lärmiljöer i förskolan (1ed.). In: Sonja Sheridan & Pia Williams (Ed.), Undervisning i förskolan: En kunskapsöversikt (pp. 1-122). Stockholm: Skolverket
Åpne denne publikasjonen i ny fane eller vindu >>Undervisning i olika lärmiljöer i förskolan
2018 (svensk)Inngår i: Undervisning i förskolan: En kunskapsöversikt / [ed] Sonja Sheridan & Pia Williams, Stockholm: Skolverket , 2018, 1, s. 1-122Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Stockholm: Skolverket, 2018 Opplag: 1
HSV kategori
Forskningsprogram
didaktik
Identifikatorer
urn:nbn:se:mdh:diva-41072 (URN)978-91-7559-318-0 (ISBN)
Tilgjengelig fra: 2018-09-29 Laget: 2018-09-29 Sist oppdatert: 2019-10-01bibliografisk kontrollert
Lillvist, A. & Wilder, J. (Eds.). (2017). Barns övergångar. Lund: Studentlitteratur AB
Åpne denne publikasjonen i ny fane eller vindu >>Barns övergångar
2017 (svensk)Collection/Antologi (Annet (populærvitenskap, debatt, mm))
sted, utgiver, år, opplag, sider
Lund: Studentlitteratur AB, 2017
HSV kategori
Identifikatorer
urn:nbn:se:mdh:diva-36391 (URN)9789144115481 (ISBN)
Tilgjengelig fra: 2017-09-08 Laget: 2017-09-08 Sist oppdatert: 2017-10-06bibliografisk kontrollert
Wilder, J. & Lillvist, A. (2017). Collaboration in Transitions from preschool: Young children with Intellectual Disabilities. In: Nadine Ballam, Bob Perry, Anders Garpelin (Ed.), Pedagogies of Educational Transitions: European and Antipodean Research (pp. 59-74). Springer
Åpne denne publikasjonen i ny fane eller vindu >>Collaboration in Transitions from preschool: Young children with Intellectual Disabilities
2017 (engelsk)Inngår i: Pedagogies of Educational Transitions: European and Antipodean Research / [ed] Nadine Ballam, Bob Perry, Anders Garpelin, Springer, 2017, s. 59-74Kapittel i bok, del av antologi (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Springer, 2017
HSV kategori
Identifikatorer
urn:nbn:se:mdh:diva-36389 (URN)10.1007/978-3-319-43118-5_5 (DOI)
Tilgjengelig fra: 2017-09-08 Laget: 2017-09-08 Sist oppdatert: 2017-10-06bibliografisk kontrollert
Lillvist, A. & Heikkilä, M. (2017). En fallstudie om föräldrasamverkan kring barns språkutveckling på en multietnisk förskoleavdelning. In: Mia Heikkilä, Anne Lillvist (Ed.), Flerspråkighet för lärande i förskola, förskoleklass och årskurs ett: Perspektiv från tre samproduktionsprojekt. Mälardalens högskola
Åpne denne publikasjonen i ny fane eller vindu >>En fallstudie om föräldrasamverkan kring barns språkutveckling på en multietnisk förskoleavdelning
2017 (svensk)Inngår i: Flerspråkighet för lärande i förskola, förskoleklass och årskurs ett: Perspektiv från tre samproduktionsprojekt / [ed] Mia Heikkilä, Anne Lillvist, Mälardalens högskola , 2017Kapittel i bok, del av antologi (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Mälardalens högskola, 2017
Serie
Mälardalen Studies in Educational Sciences ; 33
HSV kategori
Identifikatorer
urn:nbn:se:mdh:diva-36392 (URN)
Tilgjengelig fra: 2017-09-08 Laget: 2017-09-08 Sist oppdatert: 2017-12-05bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0003-2547-1100