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Publications (10 of 23) Show all publications
Pramling, I., Magnusson, L. O., Kjällander, S., Palmer, A., Eidevald, C., Williams, P., . . . Walldén Hillström, K. (2024). 27 forskare i upprop mot skärmfri förskola. Förskolan
Open this publication in new window or tab >>27 forskare i upprop mot skärmfri förskola
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2024 (Swedish)In: FörskolanArticle in journal (Other (popular science, discussion, etc.)) Published
Abstract [sv]

VI LÄRARE DEBATT: Regeringens uppdrag till Skolverket – att göra utbildningen i förskolan skärmfri – riskerar att ge negativa och allvarliga konsekvenser, särskilt för barn som är i störst behov av att möta en digitaliserad värld med stöd av utbildade förskollärare och barnskötare. Det skriver 27 barn- och förskoleforskare i ett gemensamt upprop.

Place, publisher, year, edition, pages
Stockholm: Sveriges Lärare, 2024
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-67300 (URN)
Available from: 2024-03-28 Created: 2024-06-10 Last updated: 2024-06-11Bibliographically approved
Samuelsson, R. (2024). Förskolan har visst en plats för skärmar.
Open this publication in new window or tab >>Förskolan har visst en plats för skärmar
2024 (Swedish)Other (Other (popular science, discussion, etc.))
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-66324 (URN)
Available from: 2024-03-28 Created: 2024-03-28 Last updated: 2024-04-02Bibliographically approved
Samuelsson, R. (2024). Learning beyond instructionist/constructionist divides: A mixed methods exploration of three learning designs for 1-2-year-old children. Computers and education, 218, Article ID 105089.
Open this publication in new window or tab >>Learning beyond instructionist/constructionist divides: A mixed methods exploration of three learning designs for 1-2-year-old children
2024 (English)In: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 218, article id 105089Article in journal (Refereed) Published
Abstract [en]

New technologies and subjects are increasingly being added to the agenda of children's education for increasingly younger groups. Such advances are also tied to questions of learning and the educational designs that make this possible. This study follows the evolution of context- and age-appropriate designs during a programming robot project for 1-2-year-olds, a novel technology for children and teachers. The study examines learning design phases featuring instructional, guided play, and free play activities and uses mixed-methods techniques to examine several aspects of children's educational interaction. Results show how all three educational designs offer different potentials for children's learning. Teacher scaffolding supports extended programming actions but limits children's exploratory actions, and guiding play increases time on task. Simultaneously, children's free play increases the frequency of simple programming actions and leads to unexpected learning potentials beyond the guided activities. It is discussed how diverse learning experiences can join in programs balancing instructional needs of novel technologies and subjects with early childhood's exploratory and playful modes of learning.

Place, publisher, year, edition, pages
Elsevier Ltd, 2024
Keywords
Early years education, 21st century abilities, Teaching/learning strategies, Data science applications in education, Cooperative/collaborative learning
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-66691 (URN)10.1016/j.compedu.2024.105089 (DOI)2-s2.0-85194002551 (Scopus ID)
Available from: 2024-05-28 Created: 2024-05-28 Last updated: 2024-06-05Bibliographically approved
Samuelsson, R. (2024). Navigating proxy failures in education: Learning from human and animal play [Letter to the editor]. Behavioral and Brain Sciences, 47, Article ID e84.
Open this publication in new window or tab >>Navigating proxy failures in education: Learning from human and animal play
2024 (English)In: Behavioral and Brain Sciences, ISSN 0140-525X, E-ISSN 1469-1825, Vol. 47, article id e84Article in journal, Letter (Other academic) Published
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-66601 (URN)10.1017/S0140525X23002972 (DOI)
Note

Open Peer Commentary

Available from: 2024-05-13 Created: 2024-05-13 Last updated: 2024-05-13Bibliographically approved
Samuelsson, R. (2024). Screens beyond good and evil: nuancing the evidence on children, screens and interaction [Letter to the editor]. European Child and Adolescent Psychiatry
Open this publication in new window or tab >>Screens beyond good and evil: nuancing the evidence on children, screens and interaction
2024 (English)In: European Child and Adolescent Psychiatry, ISSN 1018-8827, E-ISSN 1435-165XArticle in journal, Letter (Refereed) Epub ahead of print
Place, publisher, year, edition, pages
SPRINGER, 2024
National Category
Psychology
Identifiers
urn:nbn:se:mdh:diva-66544 (URN)10.1007/s00787-024-02446-2 (DOI)001207680600001 ()38656606 (PubMedID)2-s2.0-85191146195 (Scopus ID)
Available from: 2024-05-08 Created: 2024-05-08 Last updated: 2024-05-13Bibliographically approved
Samuelsson, R. (2023). A Mixed Methods Approach to Analyzing Embodied Interaction: The Potentials of Integrated Mixed Methods Analysis of Video Interaction Data. Journal of Mixed Methods Research
Open this publication in new window or tab >>A Mixed Methods Approach to Analyzing Embodied Interaction: The Potentials of Integrated Mixed Methods Analysis of Video Interaction Data
2023 (English)In: Journal of Mixed Methods Research, ISSN 1558-6898, E-ISSN 1558-6901Article in journal (Refereed) Published
Abstract [en]

Video has become a widespread tool for capturing naturalistic behavioral data. While mixed methods show great potential in understanding the active nature of children’s interaction, only a few studies have developed mixed methods for video-based interaction research. This paper presents a mixed methods embodied interaction model appropriate for studying complex embodied interaction and draws on methodological insights from a mixed methods project to capture changes in children’s interaction with touchscreen technologies. The paper details how integrated mixed methods analysis was needed to fully explain the results and how mono-method studies would provide misleading results. The theoretical advancements generated during the project illustrate how mixed methods for video-based studies have valuable properties for understanding complex interactional phenomena, such as learning.

Place, publisher, year, edition, pages
Sage Publications, 2023
Keywords
video, embodiment, children, interaction, integrated mixed methods
National Category
Applied Psychology
Research subject
Education; Human-Computer Interaction; Psychology; Scandinavian Languages
Identifiers
urn:nbn:se:mdh:diva-66189 (URN)10.1177/15586898231225496 (DOI)001133504700001 ()
Available from: 2024-03-08 Created: 2024-03-08 Last updated: 2024-03-08Bibliographically approved
Samuelsson, R. (2023). A shape of play to come: Exploring children's play and imaginaries with robots and AI. Computers and Education: Artificial Intelligence, 5, 100173-100173, Article ID 100173.
Open this publication in new window or tab >>A shape of play to come: Exploring children's play and imaginaries with robots and AI
2023 (English)In: Computers and Education: Artificial Intelligence, ISSN 2666-920X, Vol. 5, p. 100173-100173, article id 100173Article in journal (Refereed) Published
Abstract [en]

We are rapidly moving into an era where AI and robots are part of everyday interactions in society and education, and there are immense discussions today about current and future technologies. Still, children are often not included in this discussion, while there is much to learn from current uses and children's understandings of AI and robotics. The study is based on a seven-month ethnographical work that details the implementation of a robot in two preschool groups of children aged 1–2 and 3–5 (n = 38). The study descriptively combines a framework for children's play analysis with explorative qualitative child interviews (n = 6) with the 3-5-year-olds to examine how children play with the robot and their thinking about a future with robots and AI. The results show how children's play with robots spans all of Hughes's (2011) sixteen play types and integrates robots into play in ways specific to child-robot interaction. The interviews indicate that children have well-formed knowledge about the current uses of robots and AI and elaborate imaginaries about a future with them, including critical boundaries toward robots and AI agents. The evidence shows emerging ways children relate to these. The potential of including children's actions and voices in the ongoing societal and educational debates on AI is discussed.

Keywords
Early childhood, Robots, AI, Play, Playful learning, Sociotechnical imaginaries
National Category
Human Computer Interaction Learning Computer Sciences Human Aspects of ICT
Research subject
Education; Computer Science with specialization in Human-Computer Interaction; Artificial Intelligence; Curriculum Studies
Identifiers
urn:nbn:se:mdh:diva-66190 (URN)10.1016/j.caeai.2023.100173 (DOI)
Available from: 2023-10-25 Created: 2024-03-08Bibliographically approved
Samuelsson, R. (2023). Creating a web of multimodal resources: Examining meaning-making during a children’s book project in a multilingual community. Journal of Early Childhood Literacy
Open this publication in new window or tab >>Creating a web of multimodal resources: Examining meaning-making during a children’s book project in a multilingual community
2023 (English)In: Journal of Early Childhood Literacy, ISSN 1468-7984, E-ISSN 1741-2919Article in journal (Refereed) Epub ahead of print
Abstract [en]

While many children grow up in linguistically and symbolically diverse communities, it is still rare that they encounter an early educational experience adapted to the complexities of their everyday communicational reality. This paper takes an ecological and multimodal approach to a preschool’s book project in a multilingual community. The study examines the web of resources that emerges from activities, actors and their interrelations during the book project. It is shown how multimodal resources emerge when supported by active pedagogical community engagement, and how resources underpinning early childhood literacy cross linguistic and modal boundaries. The paper uses a multimodal interaction analysis to show how the socioecological resources emerging during the project come together in multimodal interaction. Pedagogical potentials building on multimodal resources involving the wider ecology of actors in linguistically complex settings are discussed. 

Place, publisher, year, edition, pages
Sage Publications, 2023
Keywords
Children’s books, community literacy, cultural diversity, early childhood literacy, early reading, emergent literacy, ethnography, language and communication, multilingualism, multimodality
National Category
General Language Studies and Linguistics Pedagogy
Identifiers
urn:nbn:se:mdh:diva-66192 (URN)10.1177/14687984231195179 (DOI)001046534200001 ()2-s2.0-85167776540 (Scopus ID)
Available from: 2024-03-08 Created: 2024-03-08 Last updated: 2024-03-08Bibliographically approved
Samuelsson, R. (2023). Fel att förbjuda skärmar i förskolan. Stockholm
Open this publication in new window or tab >>Fel att förbjuda skärmar i förskolan
2023 (Swedish)Other (Other (popular science, discussion, etc.))
Abstract [sv]

Att förbjuda skärmar i förskolan vore ett misstag. Vi behöver istället bredda debatten och ta en ny kritisk riktning för digitalisering i förskolan, skriver forskaren Robin Samuelsson

Place, publisher, year, pages
Stockholm: , 2023. p. <p>Debattartikel i Svd-Debatt</p>
Series
Svenska Dagbladet Debatt
Keywords
skärmar, ipads, skärmtid, förskola, barn
National Category
Learning
Research subject
Education
Identifiers
urn:nbn:se:mdh:diva-66195 (URN)
Available from: 2023-08-17 Created: 2024-03-08Bibliographically approved
Samuelsson, R. (2023). Leveraging Play for Learning and Development: Incorporating Cultural‐Evolutionary Insights into Early Educational Practices. Mind, Brain, and Education, 17(2), 75-85
Open this publication in new window or tab >>Leveraging Play for Learning and Development: Incorporating Cultural‐Evolutionary Insights into Early Educational Practices
2023 (English)In: Mind, Brain, and Education, ISSN 1751-2271, E-ISSN 1751-228X, Vol. 17, no 2, p. 75-85Article in journal (Refereed) Published
Abstract [en]

There is a renewed scientific interest in the role of childhood in human evolution, pointing to the explorative phase of a human's life history that shapes how children learn and develop. This study presents a synthesis from evolutionary sciences that considers biases in childhood learning through activities in play, exploration, and social interactions. The study argues that childhood education based on this framework diverges from formal education. This framework explains why common misconceptions about childhood learning arise and how to resolve them. Finally, we propose how childhood education can be changed to take advantage of biological biases in learning.

Place, publisher, year, edition, pages
John Wiley & Sons, 2023
Keywords
play, guided play, learning, evolution, playful learning, exploration, explorative learning, education
National Category
Pedagogy Learning Pediatrics
Research subject
Psychology; Education
Identifiers
urn:nbn:se:mdh:diva-66201 (URN)10.1111/mbe.12347 (DOI)000946159000001 ()
Available from: 2024-03-08 Created: 2024-03-08 Last updated: 2024-03-08Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8110-6506

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