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  • 1.
    Almqvist, Anna-Lena
    et al.
    Mälardalen University, School of Health, Care and Social Welfare.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication.
    Dahlgren, Lars
    Sociologiska institutionen, Umeå universitet.
    Papporna och motiven: Den svenska föräldraledigheten i ett geografiskt perspektiv2010Report (Other academic)
    Abstract [en]

    The aim was to investigate Swedish parents’ attitudes and experiences in two counties, concerning the use of paid parental leave. The counties Västerbotten has the highest and Skåne the lowest paid parental leave use among fathers. Two municipalities with high and low parental leave use among fathers were studied in respective county, Umeå and Lycksele (Västerbotten) as well as Lund and Tomelilla (Skåne). The methodology was inspired by grounded theory. Data was collected during 2008 and comprised of 32 interviews with fathers and mothers, 20 interviews with key persons like midwives and HR-managers at male dominated enterprises. It also included basic statistics on the municipalities. The results indicate that a traditional division of household labor is a stronger pattern in Skåne couples compared with Västerbotten couples. The same pattern occurs in municipalities with a low parental leave use among fathers compared with those with a high use. A more positive attitude to the parental insurance is found in the municipalities with a high parental leave use among fathers compared to those with a low use. One explanation could be that changes tend to first occur in heterogeneous environments with a relatively young and well educated population, which is the case for Umeå and Lund. In Västerbotten, the Swedish Social Insurance Agency and enterprises had campaigns during the 1990s to increase men’s parental leave use which may have contributed positively. Fathers in both counties express positive experiences from having been on parental leave. A dominant impression is that employers overall have shown a positive attitude to fathers’ leave taking.

  • 2.
    Almqvist, Anna-Lena
    et al.
    Mälardalen University, School of Health, Care and Social Welfare.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication.
    Dahlgren, Lars
    Sociologiska institutionen, Umeå universitet.
    Parental Leave in Sweden: Motives, Experiences, and Gender Equality amongst Parents2011In: Fathering. A journal of theory, research, and practice about men as fathers, ISSN 1537-6680, Vol. 9, no 2, p. 189-206Article in journal (Refereed)
  • 3.
    Almqvist, Anna-Lena
    et al.
    Mälardalen University, School of Health, Care and Social Welfare.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication.
    Dahlgren, Lars
    Sociologiska institutionen, Umeå universitet.
    Parental leave in Sweden: Motives, perceptions and gender equality among parents2010Conference paper (Other academic)
    Abstract [en]

    This paper investigated Swedish parents’ motives for, experiences of and gender equality in relation to paid parental leave. The purpose was to explore similarities and differences in attitudes and experiences between parents in the two regions in Sweden with the largest difference in paid parental leave use among fathers. Data were drawn from interviews completed in 2008 with 16 heterosexual couples with a child born 2005 or 2006. The semi-structured interviews were analyzed according to grounded theory. In terms of experiences of the leave, a positive similarity in the study was that the couples described that they got to know the child better. Some negative similarities were that they felt they were alone and restricted. Primarily, the fathers in the northern part, focused on the lack of male networks. A traditional division of labor was a stronger pattern among couples in the southern region compared with the couples in the northern region. Tendencies are indicated towards an increased child-orientation, which could be connected with a change in hegemonic masculinity. In conclusion, the differences discovered between the four communities may to a great extent be depending on a cultural lag. This implied that change in values tend to take place first in social environments with multiple heterogeneous actors.

  • 4.
    Almqvist, Anna-Lena
    et al.
    Mälardalen University, School of Health, Care and Social Welfare.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication.
    Dhalgren, Lars
    Sociologiska institutionen, Umeå universitet.
    Parental leave in Sweden: Motives, experiences and gender equality among parents – focusing fathers2010In: ISA 2010, XVII World Congress of Sociology, Gothenburg, Sweden, July 11-17, 2010, p. 22-Conference paper (Refereed)
    Abstract [en]

    The purpose was to explore similarities and differences in motives, experiences and gender equality between parents in two municipalities (one smaller than the other) in each of the two counties in Sweden with the largest difference in paid parental leave use among fathers. Data were drawn from interviews in 2008 with 16 heterosexual couples with a child born 2005 or 2006. The semi-structured interviews were analyzed inspired by grounded theory. A positive similarity was that couples experienced that they got to know the child better. Negative similarities were that mothers and fathers occasionally felt alone and restricted, fathers emphasized lack of male networks. Traditional division of household labor is a stronger pattern among couples in the southern county compared with couples in the northern county. Tendencies are towards increased child-orientation among fathers, which could connect to change in hegemonic masculinity, not necessarily related to increased gender equality in household labor. Differences may depend on that changes in values tend to first occur in heterogeneous social environments, such as the larger municipalities. In the northern county, extensive campaigns have been held during the 1990s to encourage men’s use of paid parental leave, which may have contributed to regional difference.

  • 5.
    Almqvist, Lena
    et al.
    Mälardalen University, Department of Social Sciences.
    Uys, CJE
    University of Pretoria, South Africa.
    Sandberg, Anette
    Mälardalen University, Department of Social Sciences.
    The concepts of participation, engagement and flow: A matter of creating optimal play experiences2007In: South African Journal of Occuptional Therapy, ISSN 0038-2337, Vol. 37, no 7, p. 8-13Article in journal (Refereed)
    Abstract [en]

    Positive  functioning  relates  to  the  ability  to  live  a  good  and  healthy  life,  but  for  children  with  special  needs,  this  might  be  compromised  and therefore factors related to positive functioning should be explored. As their restrictions concern a variety of general life situations including issues such as peer group interaction, participation, autonomy and self-determination, the focus should be on the children’s capabilities when they act in their natural environments. Functional abilities and the creation of opportunities in a challenging environment are optimal for new learning to take place, leading the child towards a positive end point. This article analyses constructs of engagement, participation and flow, indicating their interrelatedness and association to positive functioning. Outcomes change and unfold over time, indicating that functioning should be considered dynamic, context-dependent, culturally and historically conditioned. The article concludes with a suggested model for intervention to enhance positive functioning of children with special needs.

  • 6.
    Axelsson, Karin
    et al.
    Mälardalen University, School of Innovation, Design and Engineering, Innovation and Product Realisation.
    Hägglund, Sara
    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.
    Entrepreneurial Learning in Education: Preschool as a Take-Off for the Entrepreneurial Self2015In: Journal of Education and Training, ISSN 2330-9709, Vol. 2, no 2, p. 40-58Article in journal (Refereed)
    Abstract [en]

    Recently the phenomenon of entrepreneurship by political aspirations has entered the school setting. This is a world-wide development affecting education in practice and theory. In 2009 the Swedish Government launched a strategy stating that entrepreneurship should run like a common thread through the educational system. Since childhood is considered the ideal stage to influence attitudes towards entrepreneurship, and preschool constitutes the beginning of this publicly imposed “red thread”, this setting is of particular interest. In school practice the concept of entrepreneurship is translated into entrepreneurial learning. In this study we seek to investigate what characterises entrepreneurial learning in a preschool context according to preschool teachers by conducting both critical incident questionnaires and an in-depth interview using stimulated recall method. The empirical results suggest that entrepreneurial learning has developed the preschool teachers’ educational discussions and has affected the children’s entrepreneurial skills. Further, when analysing the material as to what supports and hinders a positive entrepreneurial learning situation, four main themes emerged: ongoing reflection, active participation, a meaningful learning situation and a tolerant atmosphere.

  • 7.
    Björk-Willen, Polly
    et al.
    Linköpings Universitet, Sweden.
    Hvit, Sara
    Högskolan i Jönköping, Sweden.
    Norling, Martina
    Mälardalen University, School of Education, Culture and Communication.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication.
    Språkliga erövringar och uttryck i förskolan.2009Conference paper (Other academic)
  • 8. Broström, Stig
    et al.
    Johansson, Inge
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication.
    Frökjär, Thorleif
    Nyland, Bernice
    Margretts, Kay
    Ugaste, Aino
    Kierferle, Christa
    Vrinioti, Kalliope
    Preschool teachers view on children´s learning – A voice from Sweden, Denmark, Estonia, Germany, Greece and Australia2011Conference paper (Refereed)
  • 9.
    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. 

  • 10.
    Broström, Stig
    et al.
    Aarhus University, Denmark.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Johansson, Inge
    Stockholms Universitet, Sweden.
    Margretts, Kay
    University of Melbourne, Australia.
    Nyland, Beatrice
    RMIT University, Melbourne, VIC, Australia .
    Frökjaer, Thor-leif
    Professionshøjskolen, University College Capital, Copenhagen, Denmark .
    Kieferle, Christa
    Bavarian State Institute of Early Childhood Research, Munich, Germany.
    Seifert, Anja
    University of Education Ludwigsburg, Germany.
    Roth, Angela
    Staatsinstitut für Frühpädagogik, Eckbau Nord, Munich, Germany .
    Ugaste, Aino
    Talinn University, Talinn, Estonia .
    Vrinioti, Kalliope
    University of Western Macedonia, Florina, Greece.
    Preschool teachers views on children’s learning: An international perspective2015In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 185, no 5, p. 824-847Article in journal (Refereed)
    Abstract [en]

    This comparative study investigated the perspectives of preschool teachers in Australia, Denmark, Estonia, German, Greece and Sweden aboutlearning and participation in preschool. A structured survey questionnaire investigated four main questions: What situations can be characterised as learning? What activities are important for learning? What are the best conditions for children's learning? How do preschool teachersunderstand participation in relation to children's learning in preschool? Results suggest that play, interactions with other children and adults, the provision of different activities and teacher support are important for children's learning. While similarities were noted, results indicate some disparity between countries and a further in-depth interview-style study is recommended to provide a deeper understanding of teachers’perspectives and practices around children's learning.

  • 11.
    Ehrlin, Anna
    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.
    The transformation of creativity in entrepreneurial learning in teacher education: a critical reflection.2016In: Australian Journal of Teacher Education, ISSN 1835-517X, Vol. 41, no 6, p. 35-51Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to examine how students on a teacher education programme interpret entrepreneurial learning. The study was performed in Sweden, based on a design theoretical and multimodal perspective on learning and communication which provides the basis for how we understand learning processes in early teacher education. The sample consists of course literature, teachers' PowerPoint presentations and handouts, and narrative texts written by students. The meaning given to entrepreneurial learning is presented from the analysis of the setting, in the teaching materials and the transformation in the students' texts. We conclude that entrepreneurial learning seeks to challenge traditional, authoritarian ways of teaching. However, it appears to be necessary in order to develop entrepreneurial abilities. There is a difficulty in finding a balance between control and freedom.

  • 12.
    Ehrlin, Anna
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Eva, Insulander
    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.
    Natural Science and Technology: Interpretations of Entrepreneurial Learning in Early Years of Education2015In: International Journal for Infonomics, ISSN 1742-4712, Vol. 1, no 1, p. 2-5Article in journal (Refereed)
  • 13.
    Ehrlin, Anna
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Insulander, Eva
    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.
    Perspectives on entrepreneurial learning in the early years of education2015Conference paper (Refereed)
    Abstract [en]

    Questions regarding entrepreneurship have become a matter of great importance in Sweden as well as in the European Union at large. Since 2009, the government decided that entrepreneurial learning is to be conducted throughout the entire public school system in Sweden, from preschools to higher education. Because entrepreneurial learning is a fairly new concept to professionals in schools and preschools, our study contributes to the development of knowledge concerning how teachers perceive it and realize it in practice. Our questions are: What are the meanings that Swedish pre- and primary school teachers ascribe to the notion of ‘entrepreneurial learning’?, Within what areas do pre- and primary school teachers perceive that entrepreneurial learning happens? What are the possibilities and constraints in realizing entrepreneurial learning in schools and preschools?

    To study the meaning that the Swedish pre-and primary school teachers ascribe to the notion of entrepreneurial learning, a stimulated recall method was adopted. The study was conducted in Sweden in 2014 and involved preschools and primary schools. The sample consists of three preschools with children 3-5 years old and two primary schools, one represented by a mixed group of children from preschool-class to grade 3 and the other by a preschool-class group. The results show that teachers’ understanding of entrepreneurial learning is connected to entrepreneurial learning as entrepreneurship, entrepreneurial learning as science and technology, and entrepreneurial learning as personal development.

    The theoretical framework for the study is an understanding of learning and development informed by a sociocultural perspective (Vygotskij, 1978; Lave & Wenger, 1991; Rogoff, 2003). A basic point of departure is that learning and development are situated in and an inseparable aspect of social practices (Säljö, 2000). In the analysis we consider teachers’ thoughts, understandings, and expressions as socially constructed and situated in certain practices. As an analytical tool we also use the concept zone of proximal development, or ZPD (Vygotskij, 1978).

    In the study, we have highlighted both possibilities and constraints for entrepreneurial learning in schools and preschools. The meanings that Swedish pre- and primary school teachers ascribe to the notion of ’entrepreneurial learning’ are situated in the different communities of practice (Lave & Wenger, 1991). Each school and preschool have had to do its own interpretations of what this concept entails and the understanding and interpretation of what the concept entails become dependent upon single individuals. One strategy that occurs is to connect entrepreneurial learning to a philosophy or way of working that is already known. At the same time, we see this as a strategy to make the preschool or the school externally visible, for parents, principals, and responsible authorities. Our study also shows that the activities associated with entrepreneurial learning make possible learning within the zone of proximal development (Vygotskij, 1978). In the category entrepreneurial learning as entrepreneurship, we can see that teachers design activities where children can collaborate with peers and communities outside the school. In the category entrepreneurial learning as science and technology, the teachers offer situations that challenge children’s everyday scientific knowledge. The activities within the category entrepreneurial learning as personal development also make it possible for children to think originally and to pursue an idea in collaboration with others.

  • 14.
    Ehrlin, Anna
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Insulander, Eva
    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.
    Perspectives on Entrepreneurial Learning in the Early Years of Education2015In: Journal of Education and Human Development, ISSN 2334-296X, E-ISSN 2334-2978, Vol. 4, no 3Article in journal (Refereed)
    Abstract [en]

    Questions regarding entrepreneurship have become a matter of great importance in Sweden as well as in the European Union at large. Since 2009, the government decided that entrepreneurial learning is to be conducted throughout the entire public school system in Sweden, from preschools to higher education. Because entrepreneurial learning is a fairly new concept to professionals in schools and preschools, our study contributes to the development of knowledge concerning how teachers perceive and realize it in practice. To study the meaning that the Swedish pre-and primary school teachers ascribe to the notion of entrepreneurial learning, a stimulated recall method was adopted. The study was conducted in Sweden in 2014 and involved preschools and primary schools. The sample consists of three preschools with children 3-5 years old and two primary schools, one represented by a mixed group of children from preschool-class to grade 3 and the other by a preschool-class group. The results show that teachers’ understanding of entrepreneurial learning is connected to entrepreneurial learning as entrepreneurship, entrepreneurial learning as science and technology, and entrepreneurial learning as personal development.

     

  • 15.
    Garpelin, Anders
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandberg, AnetteMälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Barn och Unga i Skola och Samhälle2017Collection (editor) (Refereed)
  • 16.
    Garpelin, Anders
    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.
    Children and Young People in School and in Society: An Introduction2015In: Children and Young People in School and in Society, New York: Nova Science Publishers, Inc., 2015, p. 1-7Chapter in book (Refereed)
  • 17.
    Granlund, Mats
    et al.
    Mälardalen University, Department of Social Sciences.
    Björck-Åkesson, Eva
    Mälardalen University, Department of Social Sciences.
    Lillvist, Anne
    Mälardalen University, Department of Social Sciences.
    Sandberg, Anette
    Mälardalen University, Department of Social Sciences.
    Young Children in Need of Extra Support in Sweden.2007In: Research in Education and Rehabilitation Sciences.: 7th International scientific conferences. 14-16 June, 2007, Zagreb, Croatia., 2007Conference paper (Refereed)
  • 18.
    Hart, Angie
    et al.
    Brighton University, UK.
    Heaver, Becky
    Brighton University, UK.
    Brunnberg, Elinor
    Mälardalen University, School of Health, Care and Social Welfare. Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Macpherson, Hannah
    University of Brighton, UK.
    Coombe, Stephanie
    University of Brighton, UK.
    Kourkoutas, Elias
    University of Crete, Greece.
    RESILIENCE-BUILDING WITH DISABLED CHILDREN AND YOUNG PEOPLE: A REVIEW AND CRITIQUE OF THE ACADEMIC EVIDENCE BASE2014In: International Journal of Child, Youth and Family Studies, ISSN 1920-7298, Vol. 5, no 3, p. 394-422Article in journal (Refereed)
    Abstract [en]

    The aim of this paper was to review published accounts of resilience-based approaches with and for disabled children and young people aged up to 25 years.  The review is part of a broader study looking more generally at resilience-based interventions with and for young people.  The authors attempt to summarise the approaches and techniques that might best support those children and young people who need them the most.  However, when compared to the number of evaluated resilience-based approaches to working with typically-developing children and young people, those including children and young people with complex needs are disappointingly lacking.  Of 830 retrieved references, 46 were relevant and 23 met the inclusion criteria and form the body of this review.  They covered a variety of intervention content, setting, and delivery, and diverse children and young people, making comparative evaluation prohibitive.  The difficulties in identifying suitable resilience-based interventions are discussed, together with the authors’ iterative approach, which was informed by realist review methodology for complex social interventions.  The review is set into a context of exclusion, an ableist mind-set and the political economy of research. It also provides recommendations for future research and practice development in this field.

  • 19.
    Insulander, Eva
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ehrlin, Anna
    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.
    Entrepreneurial learning in Swedish preschools: Possibilities for and constraints on children's active participation2015In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 185, no 10, p. 1545-1555Article in journal (Refereed)
    Abstract [en]

    The website of the Swedish National Agency for Education states that preschools are to promote entrepreneurial learning. Many Swedish preschools, therefore, have started to work consciously with entrepreneurial learning as a way of fostering pupils' creativity and ability to make their own decisions. This article investigates whether and how children in different preschool settings receive support and recognition in their efforts to make sense of the world around them. Nine preschool teachers and children from three preschools participated. Three video observations were conducted focusing on the work of each team of teachers. Our study challenges the assumption that an entrepreneurial learning design enhances pupils' learning, creativity, and decision-making. Even though the ambition is to encourage such abilities, our observations demonstrate that the learning design and setting do not always give children the opportunity to be creative. © 2015 Taylor & Francis.

  • 20.
    Johansson, I.
    et al.
    Mälardalen University, Department of Social Sciences.
    Sandberg, Anette
    Mälardalen University, Department of Social Sciences.
    Vuorinen, Tuula
    Mälardalen University, Department of Social Sciences.
    Network-based practitioner research - What is it all about?: Some experiences from Swedish pre-schools2006In: Transforming knowledge, 2006Conference paper (Refereed)
  • 21. Johansson, I.
    et al.
    Sandberg, Anette
    Mälardalen University, Department of Social Sciences.
    Vuorinen, Tuula
    Mälardalen University, Department of Social Sciences.
    Practitioner oriented research as a tool for professional development2006In: Democracy and Culture in Early Childhood Education, 2006Conference paper (Refereed)
  • 22.
    Johansson, Inge
    et al.
    Stockholms Universitet, Sweden.
    Broström, Stig
    Aarhus University, Denmark.
    Sandberg, Anette
    Frökjaer, Thor-leif
    University College Capital, Denmark.
    Sweden and Denmark: A comparative study of preschool teachers and school teacher’s perspectives on children's learning.: 2015In: INNOVATION, EXPERIMENTATION AND ADVENTURE IN EARLY CHILDHOOD', 2015Conference paper (Refereed)
  • 23.
    Johansson, Inge
    et al.
    Stockholms Universitet.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication.
    Learning and knowledge development in preschool teacher education and practicum2012In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 182, no 7, p. 907-920Article in journal (Refereed)
    Abstract [en]

    In Swedish teacher education, all preschool teacher students have to include a school-based element and to take part in a local educational practice, in a preschool or in another form of educational setting, such as a preschool class or after-school recreation centre. In this study, we have asked a group of supervisors about their perception of the content in learning, knowledge development and supervision and also what is going on in learning and knowledge development situations in practice. The theoretical bases for our analysis are theories of interaction and intersubjectivity. The results show that the content of learning and knowledge development is highly integrated with the situation and practice. A preschool teacher student's learning is understood by the supervisors as something that occurs in interaction, where children and preschool teachers are of great importance. The content of learning is related to practical exercise, observation and reflection together with other preschool teachers. Trying new theories and being curious are also associated with learning

  • 24.
    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.

  • 25.
    Johansson, Inge
    et al.
    Stockholms Universitet.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication.
    Lärande och delaktighet i förskolan2012In: Kritiska händelser för lärande i förskolan / [ed] Sandberg, Anette; Sandström, Margareta, Lund: Studentlitteratur, 2012, 1, p. 23-38Chapter in book (Other (popular science, discussion, etc.))
  • 26.
    Johansson, Inge
    et al.
    Stockholms Universitet.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication.
    What Knowledge Develops from Participation in Practioner-Oriented Research?2008In: Examining Praxis: Assessment and Knowledge Construction in Teacher Education, Rotterdam, The Netherlands: Sense Publishers , 2008, p. 157-168Chapter in book (Other academic)
  • 27.
    Johansson, Inge
    et al.
    Stockholms Universitet, Sweden.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Broström, Stig
    Aarhus University, Denmark.
    Danish and Swedish Preschool Teachers’ View on Toddlers Learning and Participation2013In: Values, Culture and Contexts, 2013, p. 105-106Conference paper (Refereed)
  • 28.
    Johansson, Inge
    et al.
    Stockholms Universitet.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Broström, Stig
    Aarhus University, Denmark.
    Frökjaer, Thor-leif
    University College Capital, Denmark.
    Preschool children’s view of their learning in Denmark and Sweden2014Conference paper (Refereed)
  • 29.
    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.

  • 30. Kuisma, M.
    et al.
    Sandberg, Anette
    Mälardalen University, Department of Social Sciences.
    Definition of concept professionalism2006In: Democracy and Culture in Early Childhood Education: EECERA 16th Conference, Reykjavik, Iceland, Aug 30-Sep 2, 2006Conference paper (Refereed)
  • 31. Kuisma, M.
    et al.
    Sandberg, Anette
    Mälardalen University, Department of Social Sciences.
    Teachers’ and Student Teachers’ Thoughts about Professionalism2005In: Young Children as Citizens - Identity, Belonging, Participation: The 15th European Conference on Quality in Early Childhood Education (EECERA), Dublin, Ireland, Aug 31-Sept 3, 2005Conference paper (Refereed)
  • 32.
    Kuisma, Marja
    et al.
    Uppsala University, Uppsala, Sweden.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication.
    Preschool teachers’ and student preschool teachers’ thoughts about professionalism in Sweden2010In: Professionalism in Early Childhood and Care: International Perspectives / [ed] Dalli, Carmen; Urban, Mathias, London: Routledge, 2010, 1, p. 55-64Chapter in book (Other academic)
  • 33.
    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.

  • 34. Kuisma, Marja
    et al.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication.
    Working with a Democratic Curriculum:: The Swedish Case Study2011In: Early Childhood Grows Up: Towards a Critical Ecology of the Profession / [ed] L. Miller, C. Dalli & M. Urban, Springer Books , 2011, p. 103-118Chapter in book (Refereed)
  • 35.
    Kupila, Päivi
    et al.
    University of Tampere, Finland.
    Karila, Kirsti
    University of Tampere, Finland.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ugaste, Aino
    Tallinn University, Estonia.
    Constructions of Preschool Teachers’ Professional Spaces in Estonian, Finnish, and Swedish Early Childhood Education2018In: Early Childhood Education and Change in Diverse Cultural Contexts / [ed] Chris Pascal, Tony Bertram, Marika Veisson, Routledge, 2018Chapter in book (Refereed)
  • 36.
    KUPILA, Päivi
    et al.
    University of Tampere, Finland.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Karila, Kirsti
    University of Tampere, Finland.
    UGASTE, AINO
    Tallinn University, Estonia.
    Constructions of the teacher professional space in ECE in Finland; Estonia and Sweden2014Conference paper (Refereed)
  • 37. Kusima, Marja
    et al.
    Sandberg, Anette
    Mälardalen University, Department of Social Sciences.
    A day in the Life of an Early Years Practioners: perspectives on Professionalism.2007In: “Exploring Vygotsky´s ideas: Crossing Borders”, August 29th-September 1nd, 2007, Prague, Czech Republic., 2007Conference paper (Refereed)
  • 38.
    Lahdenperä, Pirjo
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Aytar, Osman
    Mälardalen University, School of Health, Care and Social Welfare.
    Darvishpour, Mehrdad
    Mälardalen University, School of Health, Care and Social Welfare.
    Jakobsson, Mats
    Messing, Torbjörn
    Mälardalen University.
    Asztalos Morell, Ildikó
    Mälardalen University, School of Sustainable Development of Society and Technology.
    Obondo, Margaret
    Mälardalen University, School of Education, Culture and Communication.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication.
    Sandström, Margareta
    Mälardalen University, School of Education, Culture and Communication.
    Tryggvason, Marja-Terttu
    Mälardalen University, School of Education, Culture and Communication.
    Forskningscirkel - arena för verksamhetsutveckling i mångfald2011Report (Refereed)
    Abstract [sv]

    Forskningscirkel  arena för verksamhetsutveckling i mångfald är en slutrapport av forskningscirkelarbetet inom projektet JämBredd, 2009-2011. I antologin presenteras projektet teoretiska referensram med mångfald, intersektionalitet och interkulturalitet samt erfarenheter av forskningscirkelarbetet i skola, förskola, omsorg, service och arbetslivet. Tio olika forskare från Mälardalens högskola har lett varsin forskningscirkel och skrivit om sina erfarenheter i olika kapitel. Antologin ger en bred bild av interkulturell verksamhetsnära forskning.

  • 39.
    Lahdenperä, Pirjo
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Storfors, Tom
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Tryggvason, Marja-Terttu
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Gustafsson, Hans-Olof
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Månsson, Niclas
    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.
    Forskningscirkeln – en mötesplats för samproduktion2014Report (Refereed)
  • 40.
    Lillvist, Anne
    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.
    Early childhood education in Sweden: Policies, curriculum, quality and future challenges2018In: Handbook of International Perspectives on Early Childhood Education, Taylor and Francis , 2018, p. 341-349Chapter in book (Other academic)
    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.

  • 41.
    Lillvist, Anne
    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.
    Early Childhood Education in Sweden: Policies, Curriculum,Quality and Future Challanges2018In: 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, p. 341-350Chapter in book (Refereed)
  • 42.
    Lillvist, Anne
    et al.
    Mälardalen University, Department of Social Sciences. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandberg, Anette
    Mälardalen University, Department of Social Sciences. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Observations of Social Competence in Preschool Children2007Conference paper (Refereed)
  • 43.
    Lillvist, Anne
    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.
    Play in a Swedish preschool context2014In: International perspectives on children´s play / [ed] J.L Roopnarine, M.M Patte, J.E Johnson & D. Kuschner, Open University Press, 2014, 1Chapter in book (Refereed)
  • 44.
    Lillvist, Anne
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication.
    Björck-Åkesson, Eva
    Högskolan för Lärande och Kommunikation, Jönköping.
    Granlund, Mats
    Högskolan för Lärande och Kommunikation, Jönköping.
    The construct of social competence-How preschool teachers define social competence in young children2009In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 41, no 1, p. 51-68Article in journal (Refereed)
    Abstract [en]

    Preschool teachers share their environment with young children on a daily basis and interventions promoting social competence are generally carried out in the preschool setting. The aim was to find out if and how preschool teachers' definitions of social competence are related to factors in the preschool environment like: a) the number of children having problems related to social competence; b) thesupport provided to the children; and c) the preschool environment and current research definitions. Method: 481 preschools from 22 municipalities in Sweden participated. Data was analyzed using a mixed methods design in which a qualitative content analysis was followed by group comparisons using quantitative methods. Results: Preschool teachers defined social competence mainly as intrapersonal skills, or as interpersonal relations. The definitions of social competence were not related to the numbers of children having problems related to social skills or social competence in units, the amount ofthe support provided to the children or the preschool environment. Conclusion: Preschool teachers' definitions of social competence are partly multidimensional, which implies that the interventions aimed at promoting children's social skills and social competence also should be multidimensional. Preschool teachers' definitions of social competence have little relevance to environmental factors, which indicate that social competence, as a construct is more dependent upon perceptions of the individual than on contextual factors.

  • 45.
    Lillvist, Anne
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication.
    Sheridan, Sonja
    Gothenburg University, Sweden.
    Williams, Pia
    Gothenburg University, Sweden.
    Play competence- A window to preschool teachers competence2012Conference paper (Refereed)
  • 46.
    Lillvist, Anne
    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.
    Sheridan, Sonja
    Göteborgs universitet, Sweden.
    Williams, Pia
    Göteborgs Universitet, Sweden .
    Preschool teacher competence viewed from the perspective of students in early childhood teacher education2014In: Journal of Education for Teaching, ISSN 0260-7476, E-ISSN 1360-0540, Vol. 40, no 1, p. 3-19Article in journal (Refereed)
    Abstract [en]

    This paper examines contemporary issues in early childhood teacher education in Sweden. The aim of the study was to explore dimensions of the construct of preschool teachers' competence as reported by 810 students enrolled in early childhood teacher education at 15 Swedish universities. The results showed that students' definitions of preschool teacher competence were composed of six different dimensions: a general pedagogical competence, specific content competence, distinct teacher competence, play competence, competence of child perspective, and collaborative and social competence. In general, there were quite large variations in how students perceived the concept of preschool teacher competence and the extent to which they believed they developed these competences during the course of their education. The different dimensions of preschool teacher competence are discussed in relation to the content of the early childhood teacher education in Sweden, the curriculum for the preschool and the concept of professionalism in Early Childhood Education and Care.

  • 47.
    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)
  • 48.
    Niklasson, Laila
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication.
    Reflecting on Field studies in Teacher Education - Experiences From Student Teachers in Sweden2012In: Journal of Early Childhood Teacher Education, ISSN 1090-1027, E-ISSN 1745-5642, Vol. 33, no 3, p. 287-299Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to describe how field studies can be useful in teacher education. While participating in a specialty area called Play, learning and development, student teachers collected data about their own and young children's experience and perception of the outdoor environment. They observed, carried out interviews from a questionnaire, took photos, and drew pictures. After their own data collection, they were asked about their experiences of using these methods. The results showed that the student teachers were positive about the involvement of children, teachers, and parents in the data collection process. They also perceived that their knowledge had increased about children's ways of using the outdoor space. They did, however, find the questionnaire difficult to understand; and they thought it was hard to complete the assignment because of the time restraints. The authors conclude that field studies with varied methods are useful in teacher education. The way data were collected added to the student teachers' knowledge about children's outdoor environments and gave young children a chance to be involved.

  • 49.
    Norling, Martina
    et al.
    Mälardalen University, Department of Social Sciences.
    Sandberg, Anette
    Mälardalen University, Department of Social Sciences.
    Early intervention for young children in preschool ­general and specific support2006In: Education Widens Democracy - Or?: NFPF´s and NERA´s 34th Congress, Örebro, Sweden, 9-11 March, 2006Conference paper (Refereed)
  • 50.
    Norling, Martina
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Jönköping University, Sweden.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Language Learning in Outdoor Environments: Perspectives of preschool staff2015In: Nordisk Barnehageforskning : Nordic Early Childhood Education Research, ISSN 1890-9167, Vol. 9, no 1, p. 1-16Article in journal (Refereed)
    Abstract [en]

    Language environment is highlighted as an important area in the early childhood education sector. The term language environment refers to language-promoting aspects of education, such as preschool staff’s use of verbal language in interacting with the children. There is a lack of research about language learning in outdoor environments; thus children’s language learning is mostly based on the indoor physical environment. The aim of this study is therefore to explore, analyse, and describe how preschool staff perceive language learning in outdoor environments. The data consists of focus-group interviews with 165 preschool staff members, conducted in three cities in Sweden. The study is meaningful, thus results contribute knowledge regarding preschool staffs’ understandings of language learning in outdoor environments and develop insights to help preschool staff stimulate children’s language learning in outdoor environments.

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