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Ärlemalm-Hagser, EvaORCID iD iconorcid.org/0000-0002-7795-4051
Alternative names
Publications (10 of 107) Show all publications
Pramling Samuelsson, I., Engdahl, I. & Ärlemalm-Hagser, E. (2024). Att genomföra systematiska barnsamtal — till nytta för hållbarhet i förskolan. Educare (2), 84-106
Open this publication in new window or tab >>Att genomföra systematiska barnsamtal — till nytta för hållbarhet i förskolan
2024 (Swedish)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 2, p. 84-106Article in journal (Refereed) Published
Abstract [en]

Research in the field of education and teaching for sustainability in preschool has highlighted the importance of communication for knowledge development in the field of sustainability. This article presents a study of the variations that appear in preschool teachers' perceptions of the importance and the experience of having carried out systematic child talks in preschool. The experience is covered by 60 written comments from preschool teachers after they, within a research and development program (R&D program) in the spring of 2022, conducted systematic child talks in the children's groups where they are working. The data has been analysed based on a phenomenographic theoretical perspective. The result of the analysis shows that in the preschool teachers' perceptions of carrying out systematic talks with children, four varying perceptions emerge: Becoming aware of one's own actions; Exciting and educational to discuss with the children about sustainability; Talking with children was difficult;and,Sharing children's thoughts and experiences was the retention. In the preschool teachers' comments, it appears that some of them, through the systematic child talks, have deepened their reflection and their awareness of talking with the children about aspects of sustainability. At the same time, several difficulties are highlighted regarding the task itself and how to ask questions and maintaining children's interest during the talks. Finally, the study indicates that systematic child talks as a method and workingtool are not common in preschool, as several preschool teachers point out that they do not talk to the children in this way in everyday life.

National Category
Pedagogy
Identifiers
urn:nbn:se:mdh:diva-67933 (URN)10.24834/educare.2024.2.889 (DOI)
Available from: 2024-06-27 Created: 2024-06-27 Last updated: 2024-06-27Bibliographically approved
Ärlemalm-Hagser, E. (2024). Solidarity – within and beyond the Early Childhood Education settings. Paper presented at 8th Transnational Dialogues on Early Childhood Education for Sustanability Research, Mälardalen University, Sweden, 24–25 August 2023. Childhood in the Anthropocene, 1(1), 43-47
Open this publication in new window or tab >>Solidarity – within and beyond the Early Childhood Education settings
2024 (English)In: Childhood in the Anthropocene, ISSN 2004–9811, Vol. 1, no 1, p. 43-47Article in journal (Other academic) Published
National Category
Pedagogy
Identifiers
urn:nbn:se:mdh:diva-67935 (URN)
Conference
8th Transnational Dialogues on Early Childhood Education for Sustanability Research, Mälardalen University, Sweden, 24–25 August 2023
Available from: 2024-06-27 Created: 2024-06-27 Last updated: 2024-06-27Bibliographically approved
Catucci, E., Berg, B. & Ärlemalm-Hagser, E. (2024). 'There are plenty of opportunities for play and learning' - Swedish preschool teachers' perspectives on using the outdoor environment as a pedagogical resource. Cogent Education, 11(1), Article ID 2369971.
Open this publication in new window or tab >>'There are plenty of opportunities for play and learning' - Swedish preschool teachers' perspectives on using the outdoor environment as a pedagogical resource
2024 (English)In: Cogent Education, E-ISSN 2331-186X, Vol. 11, no 1, article id 2369971Article in journal (Refereed) Published
Abstract [en]

This study examines five preschool teachers' narratives about using the outdoor environment as a pedagogical resource for children's play, learning and experiences in Swedish preschools. Participants were asked to reflect on both opportunities and challenges in outdoor play and learning. The present study responds to the need for further research on how the outdoor environment is used in daily pedagogical practice through the lens of preschool teachers' own descriptions. The study is built on interpretive qualitative research, a form of narrative inquiry that uses concepts such as place and didactic sensitivity in the analysis. The findings show how the participants highlight many opportunities for children to engage in play and learning activities in the outdoor environment. The importance of educators' involvement and pedagogical commitment is also emphasised. However, constraints related to lack of variation, access, and teacher commitment are clearly identified as hindering the use of the outdoor environment as a pedagogical resource.

Place, publisher, year, edition, pages
Taylor & Francis, 2024
Keywords
Didactic sensitivity, outdoor environment, play and learning, preschool teachers
National Category
Pedagogy
Identifiers
urn:nbn:se:mdh:diva-68066 (URN)10.1080/2331186X.2024.2369971 (DOI)001263016800001 ()2-s2.0-85197497967 (Scopus ID)
Available from: 2024-07-17 Created: 2024-07-17 Last updated: 2024-07-17Bibliographically approved
Pramling Samuelsson, I., Engdahl, I. & Ärlemalm-Hagser, E. (2024). What Content in Early Childhood Education for Sustainable Development is Present in Swedish Preschools?. International Journal of Changes in Education
Open this publication in new window or tab >>What Content in Early Childhood Education for Sustainable Development is Present in Swedish Preschools?
2024 (English)In: International Journal of Changes in Education, E-ISSN 3029-133XArticle in journal (Refereed) Epub ahead of print
Abstract [en]

This article shares what Swedish preschool teachers are working with in the field of early childhood education for sustainable development (ESD) as e, merged in talks with their children, aged two to five years. The tasks carried out as the basis for the present analyses were informal child talks about a topic related to sustainability that the teachers and children had worked with in practice. The teachers themselves chose what content to talk about. The 200 teachers participated in the Swedish research and development programme Sustainable Preschool. The aim of the present study was to make visible the content of teacher-child talks about sustainable development in early childhood education. The research question is: What content areas do teachers communicate about with children 2-5 years of age related to ESD? The teacher-child talks were initiated by the teachers, but through the use of interpretative content analysis the children’s voices were also made visible. The main result is narratives about the content, the most common topics being recycling, growing plants, and animals, areas which have long been common topics in Swedish preschools. For many preschools, however, the talks show an integration of transformative and transactional perspectives in how the content was handled together with the children. ESD in early education in Sweden is no longer dominated by the environmental dimension, as earlier content studies have shown; a new common content relates to the UN Sustainable Development Goal (SDG) 4.7 regarding sustainable lifestyles and human rights and sustainability is a long process, founded in empowerment, action competence, and changed policy.

National Category
Pedagogy
Identifiers
urn:nbn:se:mdh:diva-68394 (URN)10.47852/bonviewijce42023611 (DOI)
Available from: 2024-09-10 Created: 2024-09-10 Last updated: 2024-09-10Bibliographically approved
Ärlemalm-Hagser, E. & Elliott, S. (Eds.). (2024). Where to next? Examining the gaps, issues and needs in Early Childhood Education for Sustainability Research. Paper presented at Report from the 8th Transnational Dialogues on Early Childhood Education for Sustanability Research, Mälardalen University, Sweden 24–25 August 2023. Västerås: Childhood in the Anthropocene – Education and Sustainability at Mälardalen University
Open this publication in new window or tab >>Where to next? Examining the gaps, issues and needs in Early Childhood Education for Sustainability Research
2024 (English)Conference proceedings (editor) (Other academic)
Place, publisher, year, edition, pages
Västerås: Childhood in the Anthropocene – Education and Sustainability at Mälardalen University, 2024
National Category
Pedagogy
Identifiers
urn:nbn:se:mdh:diva-67930 (URN)
Conference
Report from the 8th Transnational Dialogues on Early Childhood Education for Sustanability Research, Mälardalen University, Sweden 24–25 August 2023
Note

This is the first number of the journal: Childhood in the Anthropocene, Vol 1, nr 1, 2024

Available from: 2024-06-27 Created: 2024-06-27 Last updated: 2024-06-27Bibliographically approved
Ärlemalm-Hagser, E., Boyd, D., McLeod, N., Assunção Folque, M. & Kahriman, D. (2023). Building knowledge and competence to promote sustainability in early childhood education: four European perspectives (3ed.). In: Davis, J.; Elliott, S. (Ed.), Young Children and the Environment: Early Education for Sustainability (pp. 318-338). Cambridge University Press
Open this publication in new window or tab >>Building knowledge and competence to promote sustainability in early childhood education: four European perspectives
Show others...
2023 (English)In: Young Children and the Environment: Early Education for Sustainability / [ed] Davis, J.; Elliott, S., Cambridge University Press, 2023, 3, p. 318-338Chapter in book (Other academic)
Place, publisher, year, edition, pages
Cambridge University Press, 2023 Edition: 3
National Category
Pedagogy
Identifiers
urn:nbn:se:mdh:diva-64980 (URN)10.1017/9781009199971 (DOI)9781009199988 (ISBN)9781009199971 (ISBN)
Available from: 2023-12-11 Created: 2023-12-11 Last updated: 2023-12-11Bibliographically approved
Ärlemalm-Hagser, E. (2023). Education for sustainability in early childhood education - Swedish initial teacher students meaning-making about children’s learning, agency and participation. In: 31st EECERA Annual Conference Children’s Curiosity, Agency and Participation: Challenges for Professional Action and Development: Book of Abstracts. Paper presented at 31st EECERA Annual Conference, Cascais, Portugal, 30/8-2/9, 2023 (pp. 149).
Open this publication in new window or tab >>Education for sustainability in early childhood education - Swedish initial teacher students meaning-making about children’s learning, agency and participation
2023 (English)In: 31st EECERA Annual Conference Children’s Curiosity, Agency and Participation: Challenges for Professional Action and Development: Book of Abstracts, 2023, p. 149-Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Identifiers
urn:nbn:se:mdh:diva-64453 (URN)
Conference
31st EECERA Annual Conference, Cascais, Portugal, 30/8-2/9, 2023
Available from: 2023-10-04 Created: 2023-10-04 Last updated: 2023-10-04Bibliographically approved
Ärlemalm-Hagser, E. & Vuorinen, T. (2023). Förskollärare – en profession i rörelse (1ed.). Lärarförlaget
Open this publication in new window or tab >>Förskollärare – en profession i rörelse
2023 (Swedish)Book (Other academic)
Abstract [sv]

Förskollärarprofessionen innefattar både att vara traditionsbärare och förändringsagent. I denna bok samlas framstående forskare och ringar in förskollärarprofessionen utifrån sina olika forskningsperspektiv.

Innehållet i boken är uppdelat i tre delar: förskollärarprofessionen, förskolans uppdrag och förskolans innehåll. Varje del innehåller ett antal kapitel som beskriver temat på olika sätt. Här ingår även internationella bidrag.

För att förskolan ska kunna utvecklas behöver vi förstå vad förskollärarprofessionen och förskolans uppdrag innebär i sin helhet. Då kan förskolan fortsätta hitta nya vägar för att möta nutida och framtida utmaningar i förhållande till förskolebarns utbildning. Boken utgör en utgångspunkt till fortsatt reflektion och diskussion om förskollärarrollen en profession som alltid är i rörelse med barnets bästa i centrum. 

Place, publisher, year, edition, pages
Lärarförlaget, 2023. p. 223 Edition: 1
National Category
Pedagogy
Identifiers
urn:nbn:se:mdh:diva-64981 (URN)9789188149886 (ISBN)
Available from: 2023-12-11 Created: 2023-12-11 Last updated: 2023-12-11Bibliographically approved
Ärlemalm-Hagsér, E., Engdahl, I. & Samuelsson, I. P. (2023). Förskollärares mångfasetterade motiv för undervisning om hållbarhet. Nordisk Barnehageforskning, 19(3), 104-124
Open this publication in new window or tab >>Förskollärares mångfasetterade motiv för undervisning om hållbarhet
2023 (Swedish)In: Nordisk Barnehageforskning, E-ISSN 1890-9167, Vol. 19, no 3, p. 104-124Article in journal (Refereed) Published
Abstract [en]

We live in a critical time where a variety of global difficulties and problems of an ecological, social, and economic nature generate new questions about the future of humanity. In the Swedish curriculum for the preschool, sustainable development is stated as an important part of the preschool’s core values and mission, which is followed up with goals. Therefore, there is a need to clarify and anchor education for sustainable development in preschool education. This article presents a study in which 153 Swedish preschool teachers describe their most important motives for teaching about sustainable development in their preschools. The study has a qualitative approach and is carried out within the framework of a critical theoretical perspective that examines cultural conceptions and understandings of social reality in a specific institutional socio-historical context. In the preschool teachers’ descriptions, a wide range of motives appears regarding why it is important to teach about sustainable development in preschool: To counteract unsustainable lifestyles, To follow the governing documents, To take responsibility for a sustainable present and future, and To equip children for the future. The study also shows that teaching for sustainability includes developing knowledge, creativity, problem-solving skills, critical thinking, action skills, innovative thinking, and change. Children’s participation for a sustainable present and future is presented as decisive for this change. 

National Category
Pedagogy
Identifiers
urn:nbn:se:mdh:diva-63573 (URN)10.23865/nbf.v19.345 (DOI)
Available from: 2023-06-26 Created: 2023-06-26 Last updated: 2024-07-04Bibliographically approved
Engdahl, I., Pramling Samuelsson, I. & Ärlemalm-Hagser, E. (2023). How preschool education in Sweden contributes to cultures for sustainability: rights and equity at the core of early childhood education for sustainability (3ed.). In: Davis, J.; Elliott, S. (Ed.), Young Children and the Environment: Early Education for Sustainability (pp. 255-273). Cambridge University Press
Open this publication in new window or tab >>How preschool education in Sweden contributes to cultures for sustainability: rights and equity at the core of early childhood education for sustainability
2023 (English)In: Young Children and the Environment: Early Education for Sustainability / [ed] Davis, J.; Elliott, S., Cambridge University Press, 2023, 3, p. 255-273Chapter in book (Other academic)
Place, publisher, year, edition, pages
Cambridge University Press, 2023 Edition: 3
National Category
Pedagogy
Identifiers
urn:nbn:se:mdh:diva-64977 (URN)10.1017/9781009199971 (DOI)9781009199988 (ISBN)9781009199971 (ISBN)
Available from: 2023-12-11 Created: 2023-12-11 Last updated: 2023-12-11Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-7795-4051

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