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  • 1.
    Broström, Stig
    et al.
    Aarhus University, Denmark.
    Johansson, Inge
    Stockholms Universitet, Sweden.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Frøkjær, Thorleif
    University College Capital, Copenhagen, Denmark.
    Preschool teacher’s View on Learning in Preschool in Sweden and Denmark.2014In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 22, no 5, p. 590-603Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to examine how preschool teachers in Sweden and Denmark perceive children's learning in preschool. The study aimed to answer the following questions: What is 'learning'? How do children learn? What are the best conditions for children's learning? What is the role of participation in children's learning? The results show that from the teacher's perspectives, children's learning is connected to children's social interaction and development in which the children's initiatives are crucial. Learning, to a great extent, results from children's active involvement. There are many similarities between how Danish and Swedish preschool teachers think of learning and participation. This supports earlier assumption about the coherence of Nordic preschool beliefs which unites education and care. 

  • 2.
    Castro, Susana
    et al.
    Univ Roehampton, Sch Educ, London, England..
    Granlund, Mats
    Jonkoping Univ, Sch Educ & Commun, Jonkoping, Sweden..
    Almqvist, Lena
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    The relationship between classroom quality-related variables and engagement levels in Swedish preschool classrooms: a longitudinal study2017In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 25, no 1, p. 122-135Article in journal (Refereed)
    Abstract [en]

    Child engagement has been defined as active participation in classroom routines, appropriate interactions with the environment and it also predicts academic achievement. Therefore, it is necessary to identify predictors of engagement over time. Moreover, cross-cultural data is needed to provide a global picture of the quality of Early Childhood Education and Care (ECEC) across countries. This study aims to describe the quality of Swedish preschool classrooms and its relationship with students' engagement over time. Data was collected from 165 preschool teachers in 55 preschool units in Sweden. Results show that all classroom-related variables (Emotional Support, Instructional Support and Classroom Organisation) have increased levels over time, while engagement remained stable. Three groups of preschool classroom units were identified with similar patterns of classroom quality over time (higher emotional support and lower instructional practice) and similar differences in level. Emotional Support was found to be the best predictor of student engagement over time.

  • 3.
    Johansson, Inge
    et al.
    Stockholms Universitet.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication.
    Learning and participation: two interrelated key-concepts in the preschool2010In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 18, no 2, p. 229-242Article in journal (Refereed)
    Abstract [en]

    At the European Early Childhood Education Research Association (EECERA) conference in Prague in autumn 2007, an international network of teacher trainers and researchers was formed to discuss and investigate what learning and participation meant for preschool teacher students and staff who work with young children. In Sweden, the first of these exploratory studies was conducted at Malardalen University and Stockholm University, and 56 preschool teachers and 56 preschool teacher students participated. The study was carried out with the critical-incident method. The participants were asked in a critical-incident questionnaire about how they understood the concepts of and relationship between learning and participation. Questions also were constructed so that the participants had the opportunity to link the concepts of learning and participation in a real situation in preschool. The results show that preschool teachers and preschool teacher students define the meaning of learning and participation in a similar way. It also showed that learning and participation are clearly related to each other.

  • 4.
    Johansson, Inge
    et al.
    Stockholm Inst Educ, Sweden.
    Sandberg, Anette
    Mälardalen University, Department of Social Sciences.
    Vuorinen, Tuula
    Mälardalen University, Department of Social Sciences.
    Practitioner oriented research as a tool for professional development2007In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 15, no 2, p. 151-166Article in journal (Refereed)
    Abstract [sv]

    The aim of this study was to analyse how a model for practitioner-oriented research can be used as a tool for professional development in the preschool. The focus of interest is the type of knowledge that is formed when researchers and preschool staff cooperate on local projects, and what this new knowledge means for the images of professional competence among staff and their regard to the research concept. The intention was to gain useful knowledge from experiences critically reflected in a team, related to theory and tested in local practice. The participants consisted of fifteen working-teams from preschools in two Swedish cities, together with three university-based researchers. After an introduction from the researchers, each team chose a theme. This was grounded in their local practice and was done over a period of eight months. During this period, the staff regularly met with each other in mixed groups and had supervision from the researchers. The results from the projects were documented and presented for all participants. The researchers further analysed these documents. Before and after the project, participants were asked to complete a questionnaire and were interviewed once. The results showed that the staff generally had a positive picture of the relevance of research-based knowledge for their developmental work, and increased their ability to use the group for constructive critical reflection on their professional work in preschool. The results are also discussed in relation to theories of group learning and situated learning.

  • 5.
    Kuisma, Marja
    et al.
    Uppsala Universitet, Sweden.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication.
    Preschool teachers’ and Student Preschool Teachers’ Thoughts about Professionalism in Sweden2008In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 16, no 2, p. 186-195Article in journal (Refereed)
    Abstract [en]

    This paper discusses the different ways which students and preschool teachers at two Swedish universities interpret the concept of professionalism. Data for this paper are drawn from a study conducted in two different urban areas of Sweden which explored the following four questions: (1) What does the concept of professionalism imply for preschool teachers and students? (2) What does a professional teacher do in pre-school / school/after-school recreation centre? (3) How is professionalism developed? (4) What does preschool teachers’ professionalism mean in comparison with professionalism in other closely related professions such as day care attendants or recreational pedagogues? Data from the study are interpreted against a theoretical background that problematises the concept of “professionalism” within the societal context of preschools in Sweden.

  • 6.
    Niklasson, Laila
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication.
    Children and the outdoor environment2010In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 18, no 4, p. 485-496Article in journal (Refereed)
  • 7.
    Norling, Martina
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Almqvist, Lena
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Engagement and emergent literacy practices in Swedish preschools2015In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 23, no 5, p. 619-634Article in journal (Refereed)
    Abstract [en]

    Children's ability to express thoughts, ideas, and needs is vital to their full participation in a democratic society. In the preschool environment, multiple opportunities to engage in emergent literacy practices may stimulate this ability. The study used an ecological development approach to investigate the language environment in Swedish preschools, focusing on the relationships among seven classroom quality dimensions. Children's engagement was measured by observing their active participation in emergent literacy practices. The results showed that positive climate, instructional learning formats and language modeling were the most significant contributors to engagement in emergent literacy practices. To conclude, children's engagement in emergent literacy practices seems to benefit from a positive climate and needs and uses instructional discussions and activities in the everyday situations in preschool.

  • 8.
    Peterson, T.
    et al.
    Tallinn University, Tallinn, Estonia.
    Veisson, M.
    Tallinn University, Tallinn, Estonia.
    Hujala, E.
    University of Tampere, Tampere, Finland.
    Härkönen, U.
    University of Eastern Finland, Savonlinna, Finland.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Johansson, I.
    University of Stockholm, Stockholm, Sweden .
    Bakosi, E. K.
    University of Debrecen, Debrecen, Hungary.
    Professionalism of preschool teachers in Estonia, Finland, Sweden and Hungary2016In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 24, no 1, p. 136-156Article in journal (Refereed)
    Abstract [en]

    The current study investigated the ratings of Estonian, Finnish, Swedish and Hungarian preschool teachers and principals regarding the professionalism of preschool teachers within a cross-cultural context. According to reports commissioned by the European Commission and OECD, the professionalism of preschool teachers is a key factor in ensuring the quality of early childhood education. The study is based on the contextual approach in the bio-ecological theory and critical ecology theory of early childhood professionalism. The research question was: what are ratings of principals and teachers regarding the professionalism of preschool teachers in interaction and family involvement, the planning of education and the evaluation of children's development, using teaching strategies and support for professional development, creating a growth environment and the development of values. Structured questionnaires were conducted, the sample consisted of teachers and principals in Estonian (174/118), Finnish (82/84), Swedish (117/96) and Hungarian (111/99) preschools. In the comparison of the results from the four countries, there were similarities between the views of Finnish and Swedish teachers and principals and between Estonian and Hungarian teachers and principals. Differences between the countries were significant and depended on the context of the individual countries. Highest mean ratings were given by Estonian and Hungarian principals and Estonian teachers to creating growth environment. Development of values was evaluated highest by Finnish principals and teachers. Swedish teachers evaluated teaching strategies highly. The statements that got the lowest evaluation rate by all interest groups were family involvement and professional development.

  • 9.
    Vuorinen, Tuula
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    "Remote parenting': parents' perspectives on, and experiences of, home and preschool collaboration2018In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 26, no 2, p. 201-211Article in journal (Refereed)
    Abstract [en]

    This article explores parents' perspectives on, and experiences of, home and preschool collaboration. The data consist of in-depth interviews with 10 parents with one or several children attending preschool. The research process of gathering and analyzing data follows the procedures of constructivist grounded theory. The results show how parents seek to practice remote parenting' in order to shoulder their parental responsibilities for their child's well-being and care while they are away from their child. Parents approach situations they find difficult at preschool in different ways, including staying in the preschool and appreciating the collaboration with practitioners, working for change, coping with the situation, or changing preschools. Parents' experiences of home and preschool collaboration differ in significant ways, and there is, therefore, a need to visualize and discuss norms and values that shape the conditions for parental collaboration. The results might be useful for stakeholders and policy-makers on different levels.

  • 10.
    Waller, T.
    et al.
    University of Wolverhampton.
    Sandseter, E. B. H.
    Queen Maud University College, Norway.
    Wyver, S.
    Macquarie University, Australia.
    Ärlemalm-Hagsér, E.
    University of Gothenburg.
    Maynard, T.
    Canterbury Christ Church University, United Kingdom.
    The dynamics of early childhood spaces: Opportunities for outdoor play?2010In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 18, no 4, p. 437-443Article in journal (Refereed)
  • 11.
    Wilder, Jenny
    et al.
    Stockholm Univ, Dept Special Educ, Stockholm, Sweden..
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Learning journey: a conceptual framework for analyzing children's learning in educational transitions2018In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 26, no 5, p. 688-700Article in journal (Refereed)
    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.

1 - 11 of 11
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