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Lundqvist, J. & Sandström, M. (2019). A bioecological Content Analysis: An Analysis Technique Rooted in the Bioecological Model for Human Development. International Journal of Early Childhood Special Education, 11(2), 194-206
Open this publication in new window or tab >>A bioecological Content Analysis: An Analysis Technique Rooted in the Bioecological Model for Human Development
2019 (English)In: International Journal of Early Childhood Special Education, ISSN 1308-5581, Vol. 11, no 2, p. 194-206Article, review/survey (Refereed) Published
Abstract [en]

A bioecological content analysis is an analysis technique rooted in the bioecological theory of human development and the Process-Person-Context-Time (PPCT) model. In this article, we outline what a bioecological content analysis is and provide guidelines to researchers, students and others who want to use it in large or small scale life story oriented research on such matters as children with special needs and their families, early intervention and early childhood special education. A discussion of advantages and disadvantages of the bioecological content analysis is provided.

Place, publisher, year, edition, pages
ANADOLU UNIV, 2019
Keywords
Bioecological content analysis, Bioecological model for human development, Life story research, Matrix, PPCT-model
National Category
Pedagogy Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-46726 (URN)10.20489/intjecse.670478 (DOI)000505802800010 ()
Available from: 2020-01-17 Created: 2020-01-17 Last updated: 2020-02-24Bibliographically approved
Sandström, M., Lundqvist, J. & Axelsson, A. (2019). Parents' Ideal Type Approaches to Early Education Pathways: Life Stories from Sweden. International Journal of Early Childhood Special Education, 11(1), 64-79
Open this publication in new window or tab >>Parents' Ideal Type Approaches to Early Education Pathways: Life Stories from Sweden
2019 (English)In: International Journal of Early Childhood Special Education, ISSN 1308-5581, Vol. 11, no 1, p. 64-79Article in journal (Refereed) Published
Abstract [en]

In this study, parents told their story about their children; their children's preschool and preschool class; their children's educational transitions; and their own cooperation with staff. The views of parents (N=27) were collected by way of life story interviews. The bioecological model for human development was adopted as a theoretical, conceptual and analytical frame. A qualitative bioecological content analysis and a quantitative content analysis were performed. More than half of the children were described as typical in terms of development, while a few were described as being gifted and talented by their parents, and about a third had special educational needs. More preschools than preschool classes were considered to be high in quality, and more preschool-home collaboration than preschool class-home collaboration was felt to be high in quality. The following ideal type approaches of the parents emerged: (1) involved and concerned parents; (2) involved but unconcerned parents; and (3) uninvolved and unconcerned parents. The number of involved and concerned parents increased from preschool to preschool class. This study has relevance for preschool and preschool class teachers, special educators, policy-makers and researchers in inclusive and special education.

National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-44976 (URN)10.20489/intjecse.585453 (DOI)000476612300007 ()2-s2.0-85072764377 (Scopus ID)
Available from: 2019-08-08 Created: 2019-08-08 Last updated: 2019-10-11Bibliographically approved
Axelsson, A., Lundqvist, J. & Sandberg, G. (2019). Parents in Sweden describe influential factors in children’s reading and writing development. In: CPH, 2019, Conference on Literacy.: Learning from the past for the future, Literacy for all. Paper presented at The 18th Nordic Literacy Conference and The 21st European Conference on Literacy (2019). Copenhagen, august 4-7, 2019..
Open this publication in new window or tab >>Parents in Sweden describe influential factors in children’s reading and writing development
2019 (English)In: CPH, 2019, Conference on Literacy.: Learning from the past for the future, Literacy for all, 2019Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The aim of this study was to shed light on influential factors on children’s reading and writing development from the perspective of parents. Retrospective interviews with 27 parents of preschoolers obtained from a research project were used. Bronfenbrenner’s bioecological model for human development and the PPCT-model were adopted as a theoretical framework. Extracts about children’s reading and writing development were obtained from the interviews. A thematic analysis was used and generated nine themes (preliminary results): Children’s abilities and engagement; Genetics and parents abilities; More able siblings and peers; Involved parents and grandparents; Teacher competence, attitude and collaborations; Social climate in preschool and preschool class; Free play and child-initiated reading and writing activities; Toys and books; Extra support provisions and stimulation. This study shows that factors related to the child, processes at home, in preschool and in preschool class and time can influence children’s reading and writing development. It also showed that parents can be a valuable knowledge source in Nordic (special) education research.

National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-45227 (URN)
Conference
The 18th Nordic Literacy Conference and The 21st European Conference on Literacy (2019). Copenhagen, august 4-7, 2019.
Available from: 2019-09-16 Created: 2019-09-16 Last updated: 2019-10-04Bibliographically approved
Lundqvist, J., Allodi, M. W. & Siljehag, E. (2019). Values and Needs of Children With and Without Special Educational Needs in Early School Years: A Study of Young Children's Views on What Matters to Them. Scandinavian Journal of Educational Research, 63(6), 951-967
Open this publication in new window or tab >>Values and Needs of Children With and Without Special Educational Needs in Early School Years: A Study of Young Children's Views on What Matters to Them
2019 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 6, p. 951-967Article in journal (Refereed) Published
Abstract [en]

Understanding how children experience life in educational settings should be an imperative for educational practitioners, evaluators, and researchers. Listening to children's points of views would facilitate the development of educational settings that meet the needs of children and contribute to their wellbeing and development so that their experiences are both joyful and meaningful. A total of 56 children between the ages of 5 and 7 in 65 educational settings located in central Sweden were included in the study. Amongst the 56 participating children, 29 were identified as having special educational needs. The children's views were collected from 2012 to 2015 using drawings and interviews, and these were analysed using a thematic analysis. Nine themes that reflected matters of importance for the children, both those with and without special educational needs, are described. These themes are discussed and linked to previous research, educational evaluation models, and theories of values and needs.

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2019
Keywords
Basic needs, children's views, special educational needs, values
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-45031 (URN)10.1080/00313831.2018.1466360 (DOI)000479216200009 ()2-s2.0-85047275240 (Scopus ID)
Available from: 2019-08-22 Created: 2019-08-22 Last updated: 2019-10-11Bibliographically approved
Lundqvist, J. & Sandström, M. (2018). Barns övergångar från förskola till förskoleklass och fritidshem: En fallstudie om generella och extra övergångsaktiviteter. In: Anders Garpelin & Gunilla Sandberg (Ed.), Att förstå barns vägar till lärande under övergången från förskola till skola : (pp. 145-172). Västerås: Mälardalen University Sweden
Open this publication in new window or tab >>Barns övergångar från förskola till förskoleklass och fritidshem: En fallstudie om generella och extra övergångsaktiviteter
2018 (Swedish)In: Att förstå barns vägar till lärande under övergången från förskola till skola  / [ed] Anders Garpelin & Gunilla Sandberg, Västerås: Mälardalen University Sweden , 2018, p. 145-172Chapter in book (Refereed)
Place, publisher, year, edition, pages
Västerås: Mälardalen University Sweden, 2018
Series
Mälardalen Studies in Educational Sciences ; 35
National Category
Social Sciences Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-41081 (URN)978-91-7485-382-7 (ISBN)978-91-7485-403-9 (ISBN)
Available from: 2018-09-29 Created: 2018-09-29 Last updated: 2019-10-01Bibliographically approved
Lundqvist, J., Sandström, M. & Axelsson, A. (2018). Föräldrar berättar om sina barns tid i förskola och förskoleklass samt övergången däremellan: Ett projekt inom Gränsland, broar och passageriter. In: A. Garpelin & G. Sandberg (Ed.), Att förstå barns vägar till lärande under övergången från förskola till skola: (pp. 47-70). Västerås: Mälardalen University Sweden
Open this publication in new window or tab >>Föräldrar berättar om sina barns tid i förskola och förskoleklass samt övergången däremellan: Ett projekt inom Gränsland, broar och passageriter
2018 (Swedish)In: Att förstå barns vägar till lärande under övergången från förskola till skola / [ed] A. Garpelin & G. Sandberg, Västerås: Mälardalen University Sweden , 2018, p. 47-70Chapter in book (Refereed)
Place, publisher, year, edition, pages
Västerås: Mälardalen University Sweden, 2018
Series
Mälardalen Studies in Educational Sciences ; 35
National Category
Social Sciences Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-41082 (URN)978-91-7485-403-9 (ISBN)978-91-7485-382-7 (ISBN)
Available from: 2018-09-29 Created: 2018-09-29 Last updated: 2019-10-14Bibliographically approved
Lundqvist, J., Westling Allodi, M. & Siljehag, E. (2017). Children's views of early school years: Needs and values. In: : . Paper presented at World Anti-Bullying Forum (WABF) 2017. May 7 – 9, 2017, Stockholm, Sweden..
Open this publication in new window or tab >>Children's views of early school years: Needs and values
2017 (English)Conference paper, Poster (with or without abstract) (Refereed)
National Category
Other Social Sciences
Identifiers
urn:nbn:se:mdh:diva-36404 (URN)
Conference
World Anti-Bullying Forum (WABF) 2017. May 7 – 9, 2017, Stockholm, Sweden.
Available from: 2017-09-18 Created: 2017-09-18 Last updated: 2019-10-01Bibliographically approved
Sandström, M., Lundqvist, J. & Axelsson, A. (2017). Parents’ Ideal Type Approaches to Children’s Preschool Pathways. In: : . Paper presented at European Educational Research Association EERA ECER (2017). August 22-25. Copenhagen, Denmark..
Open this publication in new window or tab >>Parents’ Ideal Type Approaches to Children’s Preschool Pathways
2017 (English)Conference paper, Oral presentation only (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-36405 (URN)
Conference
European Educational Research Association EERA ECER (2017). August 22-25. Copenhagen, Denmark.
Available from: 2017-09-11 Created: 2017-09-11 Last updated: 2019-10-14Bibliographically approved
Axelsson, A., Lundqvist, J. & Sandström, M. (2017). Tre mammor berättar om sina barns tid i förskola och förskoleklass samt övergången däremellan (31ed.). In: Anders Garpelin och Anette Sandberg (Ed.), Barn och unga i skola och samhälle: . Västerås: Mälardalen University Sweden
Open this publication in new window or tab >>Tre mammor berättar om sina barns tid i förskola och förskoleklass samt övergången däremellan
2017 (Swedish)In: Barn och unga i skola och samhälle / [ed] Anders Garpelin och Anette Sandberg, Västerås: Mälardalen University Sweden , 2017, 31Chapter in book (Refereed)
Abstract [sv]

Syftet med den studie som ligger till grund för detta bokkapitel var att belysa tre mammors upplevelser av sina barns väg från förskola till förskoleklass. En kvalitativ forskningsansats, livsberättelser och en bioekologisk innehållsanalys användes. Studien visade att barns tid i förskola och förskoleklass samt övergången däremellan kan se olika ut. Den visade också att mammor kan känna oro för att deras barn inte ska få det stöd som de behöver för att kunna delta, lära sig och utvecklas i förskola och förskoleklass. Dessutom visade studien att mammor kan ta en aktiv del i arbetet med att förebygga och lösa problem i förskola och förskoleklass. De tre mammorna ville sina barns bästa och inriktade sina krafter på att de skulle få en så trygg och harmonisk tid i förskola och förskoleklass som möjligt. De ville också att deras barn skulle få intellektuell stimulans och nödvändiga behov tillgodosedda. 

Place, publisher, year, edition, pages
Västerås: Mälardalen University Sweden, 2017 Edition: 31
Series
Mälardalen Studies in Educational Sciences
Keywords
Barn i behov av stöd; förskola; förskoleklass; livsberättelser; mammor; övergångar
National Category
Pedagogical Work
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-36345 (URN)978-91-7485-326-1 (ISBN)
Projects
Gränsland, broar och passageriter: Att förstå barns vägar till lärande från förskola till skola
Available from: 2017-09-06 Created: 2017-09-06 Last updated: 2017-12-22Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3092-1738

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