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  • 1.
    Almqvist, Lena
    et al.
    Mälardalen University, School of Health, Care and Social Welfare.
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication.
    Granlund, Mats
    Små barns psykiska hälsa2011In: Psykisk hälsa, ISSN 0033-3212, no 3, p. 10-17Article in journal (Other (popular science, discussion, etc.))
  • 2.
    Andersson, Anna-Lena
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Wilder, Jenny
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Wilder, Jenny (Editor)
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Tre föräldraberättelser om skolövergångar. Barn som har intellektuell funktionsnedsättning2017In: Barns övergångar: Förskola, förskoleklass, fritidshem, grundsärskola och grundskola / [ed] Lillvist, A & Wilder, J., Lund, 2017, 1, p. 151-167Chapter in book (Refereed)
    Abstract [sv]

    Barn som har intellektuell funktionsnedsättning kan få sin undervisning i grundskolan, men läsa enligt grundsärskolans läroplan. Hur är det att göra övergångar mellan olika skolformer och olika skolor för barn som har intellektuell funktionsnedsättning? Hur kan det se ut för dessa barn i förskola och skolan innan utredning inför mottagande i särskola, under utredning och efter utredning? Detta kapitel diskuterar just dessa frågor och presenterar tre föräldraberättelser om sina barns skoltid.

  • 3.
    Andersson, Anna-Lena
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Wilder, Jenny
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Klang, Nina
    Magnússon, Gunnlaugur
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Teachers' perspectives on the learning situation in school of students with mild intellectual disabilities2019In: Journal of Intellectual Disability Research, ISSN 0964-2633, E-ISSN 1365-2788, Vol. 63, p. 762-762Article in journal (Refereed)
  • 4.
    Björck-Åkesson, Eva
    et al.
    School of Education and Communication, Jönköping University, Jönköping, Sweden.
    Wilder, Jenny
    School of Health Sciences, Jönköping University, Jönköping, Sweden .
    Granlund, Mats
    School of Health Sciences, Jönköping University, Jönköping, Sweden .
    Pless, Mia
    Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden .
    Simeonsson, Rune
    School of Education and Communication, Jönköping University, Jönköping, Sweden.
    Adolfsson, Margareta
    School of Education and Communication, Jönköping University, Jönköping, Sweden.
    Almqvist, Lena
    Mälardalen University, School of Health, Care and Social Welfare. School of Health Sciences, Jönköping University, Jönköping, Sweden .
    Klang, Nina
    Mälardalen University, School of Education, Culture and Communication.
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication.
    The International Classification of Functioning, Disability and Health and the version for children and youth as a tool in child habilitation/early childhood intervention: Feasibility and usefulness as a common language and frame of reference for practice2010In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 32, no SUPPL. 1, p. 125-138Article in journal (Refereed)
    Abstract [en]

     Early childhood intervention and habilitation services for children with disabilities operate on an interdisciplinary basis. It requires a common language between professionals, and a shared framework for intervention goals and intervention implementation. The International Classification of Functioning, Disability and Health (ICF) and the version for children and youth (ICF-CY) may serve as this common framework and language. This overview of studies implemented by our research group is based on three research questions: Do the ICF-CY conceptual model have a valid content and is it logically coherent when investigated empirically? Is the ICF-CY classification useful for documenting child characteristics in services? What difficulties and benefits are related to using ICF-CY model as a basis for intervention when it is implemented in services? A series of studies, undertaken by the CHILD researchers are analysed. The analysis is based on data sets from published studies or master theses. Results and conclusion show that the ICF-CY has a useful content and is logically coherent on model level. Professionals find it useful for documenting children's body functions and activities. Guidelines for separating activity and participation are needed. ICF-CY is a complex classification, implementing it in services is a long-term project

  • 5.
    Granlund, Mats
    et al.
    Jönköping university, Sweden.
    Almqvist, Lena
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lee, A.
    Ståhl, Ylva
    Jönköping university, Sweden.
    Children in need of special support - a functional approach2009Conference paper (Refereed)
  • 6.
    Granlund, Mats
    et al.
    Jönköping university.
    Björck-Åkesson, Eva
    Jönköping university.
    Almqvist, Lena
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sjöman, Madeleine
    Jönköping university.
    Patterns of participation and support in preschool settings for children with and without need for additional support.2014Conference paper (Refereed)
  • 7.
    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)
  • 8.
    Granlund, Mats
    et al.
    Jönköping University, Sweden.
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Factors influencing participation by preschool children with mild intellectual disabilities in Sweden: with or without diagnosis2015In: Research and practice in intellectual and developmental disabilities, ISSN 2329-7018, Vol. 2, no 1, p. 126-135Article in journal (Refereed)
    Abstract [en]

    This article analyses the conceptualisation of mild intellectual disability and developmental delay in young children in Sweden, particularly in regard to children's participation and possible stigmatisation in preschool. A diagnosis of intellectual disability is more likely to ensure that preschool staff received targeted external support. However, children with or without a diagnosis can exhibit the same functional problems. Current research in the area suggests that a diagnosis itself will not guarantee that external support is provided for the child. Nor does a diagnosis always lead to stigmatisation. Research indicates that the manner in which special support is delivered may contribute to stigmatisation. The current provision of special support can mean that a child does not participate in the same activities as other children, when ideally special support should facilitate participation in the same activities as others. Other means to identify children for targeted support may be necessary in order to provide targeted services earlier.

  • 9.
    Heikkilä, Mia
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Flerspråkig identitetsutveckling som pedagogisk grund för en multietnisk förskola2017In: Flerspråkighet för lärande i förskola, förskoleklass och årskurs ett: Perspektiv från tre samproduktionsprojekt / [ed] Mia Heikkilä, Anne Lillvist, Mälardalens högskola , 2017Chapter in book (Refereed)
  • 10.
    Heikkilä, Mia
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lillvist, AnneMälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Flerspråkighet för lärande i förskola, förskoleklass och årskurs ett: Perspektiv från tre samproduktionsprojekt2017Collection (editor) (Refereed)
  • 11.
    Heikkilä, Mia
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Norling, Martina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Wetso, Gun-Marie
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Perspektiv från tresamproduktionsprojekt, en introduktion2017In: Flerspråkighet för lärande i förskola, förskoleklass och årskurs ett.: Perspektiv från tre samproduktionsprojekt / [ed] M. Heikkilä & A. Lillvist, Västerås: Mälardalen Studies in Educational Sciences , 2017, p. 10-28Chapter in book (Refereed)
  • 12.
    Ibragimova, Nina
    et al.
    Mälardalen University, Department of Social Sciences.
    Lillvist, Anne
    Mälardalen University, Department of Social Sciences.
    Pless, Mia
    Mälardalen University, Department of Caring and Public Health Sciences.
    Granlund, Mats
    Mälardalen University, Department of Social Sciences.
    The utility of ICF for describing interaction in non-speaking children with disabilities: - caregiver ratings and perceptions2007In: Disability & Rehabilitation, ISSN 0963-8288, Vol. 29, no 22, p. 1689-1700Article in journal (Refereed)
  • 13.
    Jonsson, Kristina
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. örebro universitet .
    Promoting social learning in the Swedish leisure time centreIn: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508Article in journal (Refereed)
    Abstract [en]

    Swedish leisure time centres (LTCs) are included in the Swedish Education Act and are used by almost every pupil in the age range of 6–9 years. They are governed by national policy documents with a certain emphasis on social learning. This article aims to highlight the LTC staff’s perspectives on their work of promoting social learning in the Swedish LTC. The article is based on a qualitative study, with data from group interviews with 21 LTC staff. The data are analysed with an abductive approach, with Bronfenbrenner’s bioecological systems theory as a theoretical point of departure. Our results show that the work is directed both by the staff’s beliefs and by the structural conditions of the activities, which the staff seldom feel able to influence. This causes frustration among staff and, owing to a lack of didactic reflections, social learning among pupils is not optimised. We argue that the LTC needs to be further explored, at the municipal and local management levels, to enable optimised social learning for pupils in the LTC.

  • 14.
    Klang, Nina
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication. Örebro University.
    Pless, Mia
    Mälardalen University, School of Health, Care and Social Welfare.
    Granlund, Mats
    Örebro University.
    The utility of ICF for describing interaction in non-speaking children with disabilities: Caregiver ratings and perceptions2007In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 26, no 22, p. 1689-1700Article in journal (Refereed)
  • 15.
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication.
    A functional approach to social competence in children in need of special support2009Conference paper (Refereed)
  • 16.
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication.
    Observations of social competence in young children in need of special support based on traditional disability categories versus a traditional approach2010In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 180, no 9, p. 1129-1142Article in journal (Refereed)
    Abstract [en]

    Background: Traditional disability categories may reveal little of the functional characteristics and social competence of a child. Objective: To compare the social competence of typically developing children, children with established disabilities and undiagnosed children identified by a functional approach to be in need of special support. Methods: Observations were conducted during free play using the Child Observation in Preschools, COP. Results: The variables positive emotion, social emotional warmth, teacher rated engagement and verbal to other children significantly discriminated the three groups. In a discriminant analysis based on group membership only 68% of all cases were correctly classified. Conclusions: Difficulties in classifying undiagnosed children in need of special support and children with established disabilities leads to the question of the fruitfulness of using traditional categories when assessing social competence. Instead a functional approach sensitive to the individual profile of each child is recommended.

  • 17.
    Lillvist, Anne
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ciric, Anna-Maria
    A systems approach to understanding social skills, educational development and health in preschool children2016In: Preschool Children: Social Skills, Educational Development and Health Disparities, Nova Science Publishers, Inc. , 2016, p. 1-24Chapter in book (Other academic)
    Abstract [en]

    The chapter aims to discuss the concept of social skills and relating concepts like social competence and socio-emotional learning and the status of these concept in Early Childhood Education and Care, ECEC internationally and within the Swedish preschool context in special. With a theoretical stance in systems theory and bio-ecological models, recent research on the impact of social skills on educational development and children’s health will be explored and discussed in the chapter. The impact of intrapersonal factors such as resilience as well as interpersonal relations and factors on different systems levels that reciprocally influence the everyday functioning of the child are presented. The aim of the chapter is also to share a general discussion of some of the many existing educational programs for teachers and/or parents aiming at strengthening the social skills of children, with a specific focus on their implications for the practice. The chapter ends with a discussion of how practitioners working with preschool children can adopt a holistic view of the capabilities of the child, thus strengthening the social skills and promoting educational development and health.

  • 18.
    Lillvist, Anne
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Granlund, Mats
    Hälsohögskolan Jönköping .
    Preschool children in need of special support prevalence of disability categories versus functional difficulties2010In: Acta Paediatrica, ISSN 0803-5253, E-ISSN 1651-2227, Vol. 99, no 1, p. 131-134Article in journal (Refereed)
    Abstract [en]

    Aim: To investigate the prevalence of children who are in need of special support in the totalpopulation of children attending preschools (CA 1–6) in two Swedish counties, and the functionalproblems exhibited by the children in relation to demographical and environmental factors in thepreschool context.Method: Survey distributed to (N = 1138) preschools in two Swedish counties.Results: The majority of children perceived by preschool teachers and in need of special supportwere undiagnosed children with functional difficulties related to speech, language and interactionwith peers.Conclusion: Undiagnosed and diagnosed children share the same type of difficulties. Thus, in estimating theprevalence of children in need of special support in a preschool context, traditional disability categories captureonly a small proportion of the children experiencing difficulties. Therefore, a functional approach in studies ofchildren in need of special support is recommended.

  • 19.
    Lillvist, Anne
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Heikkilä, Mia
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    En fallstudie om föräldrasamverkan kring barns språkutveckling på en multietnisk förskoleavdelning2017In: Flerspråkighet för lärande i förskola, förskoleklass och årskurs ett: Perspektiv från tre samproduktionsprojekt / [ed] Mia Heikkilä, Anne Lillvist, Mälardalens högskola , 2017Chapter in book (Refereed)
  • 20.
    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.

  • 21.
    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)
  • 22.
    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)
  • 23.
    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)
  • 24.
    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.

  • 25.
    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)
  • 26.
    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.

  • 27.
    Lillvist, Anne
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Wilder, JennyStockholms universitet .
    Barns övergångar2017Collection (editor) (Other (popular science, discussion, etc.))
  • 28.
    Lillvist, Anne
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Wilder, Jenny
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Collaboration in transition: Young children withlearning disabilities in Sweden2014Conference paper (Refereed)
  • 29.
    Lillvist, Anne
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Wilder, Jenny
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Same Same But Different? Educational transitions of young children with intellectual disabilities2015In: Children and young people in school and society / [ed] Sandberg Anette & Garpelin Anders, Nova Science Publishers, Inc., 2015, p. 135-154Chapter in book (Refereed)
    Abstract [en]

    In previous research transitions have been described in many different ways; as a sensitive period (Rimm-Kaufman & Pianta, 2000), as critical moments (Garpelin, 2014) and rites of passage (van Gennep, 1960). Dockett (2014) describes educational transitions as the "change in the identity and agency of individuals as they engage in different educational settings and adopt different roles" (p. 189). Although no shared definitions exist, the common feature for all definitions of transition is the notion of processes of change. This chapter draws upon findings from an ongoing project investigating the transitions from preschool to compulsory school for students with intellectual disabilities (CSSID) and for young children with intellectual disabilities in Sweden. In the following sections we will first describe some key points highlighted in the transition research today, such as the meaning of positive transition. This is followed by viewing transitions from the perspective of the bioecological model and the developmental niche. The chapter ends with a discussion of the key points and challenges regarding transitions for young children with intellectual disabilities.

  • 30.
    Lillvist, Anne
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Wilder, Jenny
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Valued and performed or not?: Teachers' ratings of transition activities for young children with learning disability2017In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 32, no 3, p. 422-436Article in journal (Refereed)
    Abstract [en]

    Stakeholder collaboration has been identified as a facilitator for positive transition outcomes for all children, and especially for children in need of special support. However, the type and extent of stakeholder collaboration have shown to be related to teachers' view of their transition practises. Thus, this study set out to examine the transition activities reported by 253 teachers in Compulsory School for Students with Learning Disabilities in Sweden. The purpose was to study the type of transition activities performed and how important teachers regarded these activities to be. The results show that overall teachers are engaged in transition activities that can be described as mainly traditional, as they do not differ from transition activities carried out in other educational settings. The results also show that untraditional transition activities, such as home visits and joint parent meetings with preschools, are viewed as important, but rarely executed. The results are discussed from an ecological systems perspective, emphasising the interconnectedness of individuals and their environment. Focus is given to individualised transition processes and developmentally appropriate transition activities for young children with learning disability.

  • 31.
    Norderyd, Johanna
    et al.
    Hälsohögskolan Jönköping, Sweden.
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Klingberg, Gunilla
    Tandvårdshögskolan Malmö, Sweden.
    Faulks, Denise
    University Hospital of Clermont-Ferrand, France.
    Granlund, Mats
    Hälsohögskolan Jönköping, Sweden.
    Oral health, medical diagnoses, and functioning profiles in children with disabilities receiving paediatric specialist dental care – a study using the ICF-CY2015In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, ISSN ISSN 0963-8288, Vol. 37, no 16, p. 1431-1438Article in journal (Refereed)
    Abstract [en]

    Purpose: To describe 0-16-year-old children with disabilities receiving paediatric specialist dental care from a biopsychosocial perspective, with focus on relationship between oral health, medical diagnosis, and functioning. Method: A questionnaire with an International Classification of Functioning, Disability and Health - Children and Youth version (ICF-CY) Checklist for Oral Health was completed using structured interview, direct observation, and information from dental records. Descriptive data analysis was performed together with principle component analysis to calculate factors of functioning used in cluster analysis in order to present functioning profiles. Results: Ninety-nine children with at least one major medical diagnosis were included. Twenty had previous caries experience. Two factors of functioning were calculated, labelled "Physical ability" and "Intellectual ability, communication, and behaviour". Based on functioning profiles three clusters were determined. There were no statistically significant differences in caries experience between medical diagnoses or clusters. Conclusion: It was possible to identify profiles of functioning in children with disabilities receiving specialist dental care. Despite complex disabilities, the children had good oral health. Neither medical diagnosis nor functioning was found to have a clear relationship with oral health. To understand the environmental context leading to high-quality oral health, further studies of dental management in relation to medical and oral diagnoses and child functioning are needed.

  • 32.
    Norling, Martina
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Let´s play!: Playevents and preschool staffs strategies to support concept development in Swedish preschools2015Conference paper (Refereed)
  • 33.
    Norling, Martina
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Literacy-Related Play Activities and Preschool Staffs´ Strategies to Support Children’s Concept Development2016In: World Journal of Education, ISSN 1925-0746, E-ISSN 1925-0754, Vol. 6, no 5Article in journal (Refereed)
    Abstract [en]

    This study investigateslanguage-promoting strategies and support of concept development displayed bypreschool staffs´ when interacting with preschool children in literacy-relatedplay activities. The data analysed consisted of 39 minutes of video, selectedsystematically from a total of 11 hours of video material from six Swedishpreschool units. The selected sequences were play situations where preschoolstaff and child/children were present and teachers used strategies for creatinga high instructional climate. The results show that spontaneous play, dramaticplay, adult-initiated play and child-initiated play, as well as access toobjects or toys offer numerous opportunities in literacy-related playactivities to support children’s concept development. Results showed thatduring play activities, such events stimulated children’s language modellingand presented opportunities to increase the preschool children’s conceptdevelopment. However, more research is needed in this area, especiallyconcerning how preschool staffs´ participation, timing and sensitivity help supportchildren in literacy-related play activities.

  • 34.
    Norling, Martina
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Literacy-related play events and preschool staff strategies to support Swedish language development in multilingual and Swedish speaking children.: Symposium: Second language and literacy development in minority children: discussing space and interaction2015In: Second language andliteracy development in minority children: discussing space and interaction,  European early childhood education research association(EECERA) 7-10 september, 2015, Barcelona, Spanien. / [ed] Sandie Mourão, 2015Conference paper (Refereed)
    Abstract [en]

    The purpose of this paper is to make visible which language events may occur in literacy-related play activities in preschool and how multilingual and Swedish speaking preschool children are supported in these play activities. Previous research shows that preschool children have unique opportunities to develop their language and emergent literacy skills in literacy-related play activities in preschool (Nitecki & Chung, 2013; Saracho, 2004; Turnbull et al., 2009). The theoretical approach is based on Vygotsky’s social cultural theory and Bronfenbrenner’s bioecological theory which explores emergent literacy learning and development in a social context. In this study, data, in the form of video observations, was collected from six preschool units in three cities in Sweden, with children from one to five years old. Manifest content analysis, using both deductive and inductive approaches, was performed on the transcripts. The study was carried out in accordance with the ethical principles of social sciences research (Ministry of Education and Research, 2003). Preschool staff and

    71

    parents were personally and in writing informed about the study. The parents gave written permission for their children to be part of the data collection. The results show that mainly during play activities, children sought confirmation of language concepts, to make sense of, and understand, the concepts based on earlier experiences. The findings show six themes of events in the literacy-related play activities. This paper will contribute to better understanding the preschool staff’s presence in play events and the unique opportunities afforded to develop both multilingual and Swedish speaking children´s language.

  • 35.
    Sandberg, Anette
    et al.
    Mälardalen University, Department of Social Sciences. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Granlund, Mats
    Mälardalen University, Department of Social Sciences. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lillvist, Anne
    Mälardalen University, Department of Social Sciences. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Eriksson, Lilly
    Mälardalen University, Department of Social Sciences. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Björck-Åkesson, Eva
    Mälardalen University, Department of Social Sciences. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hur definieras barn i behov av särskilt stöd?2005In: Excellence in Special Education - Time to move on, Mälardalens högskola, 26-27 sep, 2005Conference paper (Other academic)
  • 36.
    Sandberg, Anette
    et al.
    Mälardalen University, Department of Social Sciences. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lillvist, Anne
    Mälardalen University, Department of Social Sciences. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Educational Support to Preschool Children in Need of Special Support.2007In: DEC 23th Conference on Young Children with Special Needs and their Families “Crossing New Borders”, October 25-28, Niagara Falls, Ontario, Canada, 2007Conference paper (Refereed)
  • 37.
    Sandberg, Anette
    et al.
    Mälardalen University, Department of Social Sciences.
    Lillvist, Anne
    Mälardalen University, Department of Social Sciences.
    The Construct of Children in Need of Special Support -: How do Pre-school Staff define Children in Need of Special Support in Sweden.2007In: EECERA 17th Conference, “Exploring Vygotsky´s ideas: Crossing Borders”, August 29th-September 1nd, 2007, Prague, Czech Republic, 2007Conference paper (Refereed)
  • 38.
    Sandberg, Anette
    et al.
    Mälardalen University, Department of Social Sciences. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lillvist, Anne
    Mälardalen University, Department of Social Sciences. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    The Construct of Children in Need of Special Support: How do Pre-school Staff define Children in Need of Special Support in Sweden.2007In: EECERA 17th Conference, “Exploring Vygotsky´s ideas: Crossing Borders”, August 29th-September 1nd, 2007, Prague, Czech Republic, 2007Conference paper (Refereed)
  • 39.
    Sandberg, Anette
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication.
    Eriksson, Lilly
    Institute of Public Health, Östersund, Sweden.
    Björck-Åkesson, Eva
    Jönköping University, Jönköping, Sweden.
    Granlund, Mats
    Jönköping University, Jönköping, Sweden.
    “Special Support” in Preschools in Sweden: Preschool staff's definition of the construct2010In: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346X, Vol. 57, no 1, p. 43-57Article in journal (Refereed)
    Abstract [en]

    This study investigates the definitions of the construct "young children in need of special support" given by preschool staff in Sweden in 540 preschool units. The study has a mixed-methods design based on qualitative analysis of an open-ended question and quantitative analysis of questionnaire responses. The results reveal two general perspectives in definitions of the construct, a child perspective and an organisational perspective. Units with a child perspective had a higher proportion of children in need of special support, especially girls. The study highlights that the term "children in need of special support" is partially socially constructed and is partially based on perceived child characteristics. The perceptions of what is considered to be a child in need of special support held by staff in a unit may impact on the services provided to children in need of special support.

  • 40.
    Sandberg, Anette
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication.
    Sheridan, Sonja
    Göteborgs Universitet, Sweden.
    Williams, Pia
    Göteborgs Universitet, Sweden.
    Play Competence as a Window to Preschool teachers’ Competence2012In: International Journal of Play, ISSN 2159-4937, Vol. 1, no 2, p. 184-196Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to investigate preschool teachers' perceptions of good practice in play, their skills, and perceptions of play competence. The theoretical framework is based on interactionist theories, which congregate theories of learning, in which individuals and the environment influence and are influenced by one another in a continuous interaction and communication, such as socio-cultural theories and ecological system theories. The study has a qualitative and quantitative approach. Interviews were conducted with preschool teachers (N = 30) to gain a deeper understanding of their perceptions of the concept of play competence. In addition, a survey was distributed to preschool teachers (N = 115) in order to gain a broader understanding of their perceptions of different dimensions of teacher play competence and to investigate if and how these perceptions were related to factors such as age, type of education, and number of years in the field. The results showed that preschool teachers describe play competence as a multidimensional construct, encompassing different competencies such as attentive, cognitive, and organizational. The results from the quantitative analyses showed that experienced teachers rate their play competence higher than teachers with limited experience of work in educational settinngs. Thus, this indicates that play competence develops during practical experience in the field.

  • 41.
    Sandberg, Anette
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication.
    Ärlemalm-Hagser, Eva
    Mälardalen University, School of Education, Culture and Communication.
    Undervisning i olika lärmiljöer i förskolan2018In: Undervisning i förskolan: En kunskapsöversikt / [ed] Sonja Sheridan & Pia Williams, Stockholm: Skolverket , 2018, 1, p. 1-122Chapter in book (Other academic)
  • 42.
    Sandberg, Anette
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Norling, Martina
    Mälardalen University, School of Education, Culture and Communication.
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication.
    Teachers View for Educational Support to Preschool Children in Need of Special Support2009In: International Journal of Early Childhood Special Education, ISSN 1308-5581, Vol. 1, no 2, p. 102-116Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to investigate, analyze and describe how preschool teachers experience the educational support for children in need of special support. In this interview study, the preschool teachers emphasize educational support to children in need of special support from two perspectives. In the first perspective, the preschool teachers stated that they don't do anything unique for children in need of special support, versus the view that the children need and receive more help from the staff in everyday preschool activities. In the second perspective, the preschool teachers point out the specific educational support within two themes, indirect and direct support. This study has implications for both practice and theory as it increases the knowledge and understanding about educational support that children in need of special support are offered in preschool today.

  • 43.
    Sandberg, Anette
    et al.
    Mälardalen University, Department of Social Sciences.
    Norling, Martina
    Mälardalen University, Department of Social Sciences.
    Lillvist, Anne
    Mälardalen University, Department of Social Sciences.
    Vilket pedagogiskt stöd och vilka metoder erbjuds i förskolan till barn i behov av särskilt stöd?2006Conference paper (Refereed)
  • 44.
    Tikkanen, Tarja
    et al.
    Högskolan Stord Haugesund, Norge.
    Broström, Stig
    Aarhus univeritet, Danmark.
    Petterson, Geir Olaf
    Tromsö universitet, Norge.
    Nugin, Kristina
    Tallin university, Estland.
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Curriculum in kindergarten?: Literacy learning and use of ICT with small children2013Conference paper (Refereed)
  • 45.
    Wilder, Jenny
    et al.
    Stockholms universitet .
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Collaboration in Transitions from preschool: Young children with Intellectual Disabilities2017In: Pedagogies of Educational Transitions: European and Antipodean Research / [ed] Nadine Ballam, Bob Perry, Anders Garpelin, Springer, 2017, p. 59-74Chapter in book (Refereed)
  • 46.
    Wilder, Jenny
    et al.
    Stockholms Universitet .
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hope, despair and everything in between: Parental expectations of Educational Transitions for young children with intellectual disability2017In: Families and transition to School / [ed] Sue Dockett, Wilfred Griebel, Bob Perry, Springer, 2017, p. 51-66Chapter in book (Refereed)
  • 47.
    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.

  • 48.
    Ärlemalm- Hagser, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Förskollärarstudenters kunskapsskapande - Ett högskolepedagogiskt forskningsprojekt2018In: Högskolepedagogisk utveckling i teori och praktik / [ed] Eva Ärlemalm-Hagsér och Marie Öhman, Västerås: Mälardalens högskola , 2018, p. 127-139-Chapter in book (Refereed)
1 - 48 of 48
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