mdh.sePublications
Change search
Refine search result
1 - 12 of 12
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Ekström, Kenneth
    et al.
    ITU, Umeå universitet.
    Garpelin, Anders
    Mälardalen University, School of Education, Culture and Communication.
    Kallberg, Pernilla
    Mälardalen University, School of Education, Culture and Communication.
    Övergångar under förskoleåren som kritiskahändelser för barnet, föräldrarna och verksamheten – en forskningsöversikt2008In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, Vol. 15, no 1, p. 45-61Article in journal (Refereed)
    Abstract [sv]

    Vad vet vi om den betydelse övergångar under förskoleåren har för barnet, föräldrarna och verksamheten i förskolan? Vad säger forskningen? Vilka övergångar har man framför allt studerat, vilka aspekter har man undersökt och vad har man kommit fram till? I artikeln redovisas bakgrunden till problemområdet, en genomgång av aktuell forskning om övergångar i barns och ungas liv med fokus på förskoleåren fram till skolstarten. Artikeln avslutas med en diskussion om vilka implikationer som kan dras inför kommande studier inom området.

  • 2.
    Ekström, Kenneth
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Garpelin, Anders
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Kallberg, Pernilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandberg, Gunilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Serrander, Fia
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Understanding Children’s Learning Journeys fromPreschool into School, a Swedish Context.2012Conference paper (Refereed)
  • 3.
    Garpelin, Anders
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ekström, Kenneth
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Kallberg, Pernilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandberg, Gunilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Transitions in Early Childhood Education2008Conference paper (Refereed)
  • 4.
    Garpelin, Anders
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Kallberg, Pernilla
    Mälardalen University, School of Education, Culture and Communication.
    Övergångar i förskolan som kollektiva passageriter ellersmidiga transitioner – en intervjustudie2008In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, Vol. 15, no 1, p. 63-84Article in journal (Refereed)
    Abstract [sv]

    Vad betyder de övergångar mellan åldersbestämda avdelningar som många barn går igenom under sina år i förskolan, ur barnets och ur verksamhetens perspektiv? I artikeln redovisas bakgrunden till varför frågan är aktuell, resultat från en mindre studie, samt vilka implikationer resultaten kan ge för kommande forskning. I studien intervjuas nio förskollärare från två förskolor, som skiljer sig åt med avseende på synsätt och hur övergångarna organiseras. Den ena har ”strikta” övergångar som i skolan med en årskull per avdelning, medan den andra har mer ”smidiga” övergångar och en uppdelning på småbarnsgrupp och storbarnsgrupp. På förskolan med ”strikta” övergångar verkar dessa uppfattas som mer självklara, som en naturlig ”transition”. På den andra förskolan verkar övergången bli mindre tydlig och föremål för individuella överväganden, där det enskilda barnets ”mognad” vägs in. En implikation inför kommande forskning är betydelsen av att anlägga en helhetssyn, där alla berördas perspektiv och förutsättningar vägs in tillsammans med de villkor som gäller för verksamheten.

  • 5.
    Garpelin, Anders
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Kallberg, Pernilla
    Mälardalen University, School of Education, Culture and Communication.
    Ekström, Kenneth
    ITU, Umeå University, Sweden.
    Sandberg, Gunilla
    Mälardalen University, School of Education, Culture and Communication.
    How to organise transitions between units in preschool: Does it matter?2010In: International journal of transitions in childhood, ISSN 1833-2390, Vol. 4, p. 4-12Article in journal (Refereed)
    Abstract [en]

    The aim of this study is, to deepen our understanding of what transitions within a preschool institution mean from the perspective of those involved. The issue is important to focus on, since an overview of research shows, that there are hardly any studies made on transitions within preschools. In the study presented nine preschool teachers were interviewed, representing two preschools differing in approach regarding how the transitions between different units were organised. One of the preschools had “marked” transitions between four units for groups of children strictly based on age. The transitions were perceived as a matter of course, as something natural. The other preschool with only two groups, one for younger children and one for older children, had “smoother” transitions based on individual considerations. Here, the maturity of the individual child was taken into account. In the interpretation of the results, in order to gain a deeper understanding of the meaning of the transitions for the people involved, using the concept of rites of passage, two approaches were revealed. The first regarded transitions to be a part of the pedagogy, supporting the natural development of the child, as a rite of passage, leaving one social stage in their life and move over to another. The second saw transitions as necessary due to external factors, trying to attain a pedagogical environment, where transitions were as smooth as possible, with no marked rites of passage, not for the individual, not for the collective.

  • 6.
    Kallberg, Pernilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Att fästa blicken: Lärares arbete med sociala relationer i övergången2017In: Barns övergångar: Förskola, förskoleklass, fritidshem, grundsärskola och grundskola / [ed] Anne Lillvist och Jenny Wilder, Lund: Studentlitteratur AB, 2017, p. 43-58Chapter in book (Other (popular science, discussion, etc.))
  • 7.
    Kallberg, Pernilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Barns röster och metodologiska avvägningar i forskning om pedagogiska övergångar2018In: Att förstå barns vägar till lärande under övergången från förskola till skola / [ed] Anders Garpelin och Gunilla Sandberg, Västerås: Mälardalens högskola , 2018Chapter in book (Refereed)
  • 8.
    Kallberg, Pernilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Conditions for social relations in the transition from preschool class to year one.2015Conference paper (Refereed)
    Abstract [en]

    To deepen the understanding of how conditions for social relations are made in the transition from preschool-class to year one. The importance of social relations in the transition to school is documented through several studies and emphasises the importance of creating belonging in a new culture (Peters, 2010). Frelin (2010) underpins teachers task perception as crucial for the relational dimension of education. The preschool-class in Sweden aims to facilitate the transition, between preschool and school with the assignment of creating a pedagogical platform for processes of relationships. Lago (2014) stresses how transitions are discussed and made related to teachers didactic choices and are problematised from that point. By using the theory of social representations (Moscovici, 1988) I try to get hold of the everyday knowledge that are expressed and used by teachers and children about the transition and the value of social relations. Data has been created from a case study by participant observation and interviews with both teachers and children during their last period in preschool-class and the initial period in year one. The theoretical framework includes an interpretive approach. Consent form and information sheet was provided to all participants and negotiated during the research.

    Participants are presented using pseudonyms and were able to withdraw from the study at any time. How teachers social representation of the transition makes that social continuity occurs for some children and discontinuity occurs for a few. To illuminate teachers professional task perception of the relational dimension of education in transitions, for participation.

     

  • 9.
    Kallberg, Pernilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Transitions between the preschool, the preschool-class and the school, a matter of educational challenges and experiences of participation2011Conference paper (Refereed)
  • 10.
    Kallberg, Pernilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Två lärarkategoriers arbete med sociala relationer i övergången från förskoleklass till årskurs 12018Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study investigates preschool-class teachers and primary school teachers approach to didactic work on social relationships in the transition from preschool class to primary school.  The didactic work is seen as a relational task that evolves over time coordinating adult´s and children’s actions and perceptions in the context of education. Further, it enables a supportive teaching environment and is an important part of how children experience meaning making processes in transitions. With the aim to gain a deeper understanding of the meaning preschool-class teachers’ and primary school teachers’ apply to their didactical work with social relationships in the transition, data material has been produced through participating in teachers’ pedagogical practice in three different schools. With an interpretive approach and with concepts inspired by the theory on professional representations, teachers’ actions are understood as expressions of meaning of their didactic work.

    The results shows that the meaning of the work of social relationships is generally to facilitate children´s and adult´s experience of new cultural and social education settings. It appears that the work on social relationships have a slightly different appearance in the two different school forms. The preschool class is described as a socially oriented setting with processes of the group and norms as a clear content of education. In primary school the work on social relationships is gradually intertwined in the teaching context, foremost as classroom rules. Teachers’ actions, their values and norms of specific abilities, as well as relations and cooperation along with structures and organization of the education environment is seen as part of the work on social relationships. The work is target-oriented based on familiarity acquired through evidence based experience and on a practical doing, which is made up of distinguishing processes clarifying differences as well as maintaining certain common practices in education of preschool class and primary school. Thus, collaboration between the two teaching professionals seem to affect the way children are viewed, and how the pedagogical content of the institutions and teacher roles are shaped. Hence, it impacts the work regarding social relationships and different meaning appears to different teaching professionals.

    The study contributes with knowledge on how didactical work regarding a teaching environment in the transition has been identified and highlighted as particularly meaningful, from an educational perspective and processes of socialization. 

  • 11.
    Kallberg, Pernilla
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Serrander, Fia
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Understanding children’s learning journeys from preschool into school, a Swedish context – Focus on numeracy and participation2012Conference paper (Refereed)
    Abstract [en]

    Based on the research project, Borderlands, Bridges and Rites of Passage – Understanding Children’s Learning Journeys from Preschool into School, at the conference, the key question scrutinized will be how to deepen the understanding of what characterizes the educational settings in the cases with reference to numeracy and participation. In the research project, an interpretive approach (Erickson, 1986) is applied, using a relational perspective (Garpelin, 1997) and the concepts borderland (Peters, 2010), learning journeys (Peters, 2010) and rites of passage (van Gennep, 1960). Data have been gathered in two different municipalities, in four different schools by participant observation and interviews with both teacher and children, following the groups of children from preschool-class into school. The research has been conducted in the preschool-classes from March until May 2011 and in first-year school classes from August until November 2011. Participation is pinpointed as one of the most underlying aspects for learning and meaningful education. In our study, different conditions experienced in the two schools seem to form various opportunities for participation, something that will be elaborated and discussed in this presentation, in relation to learning opportunities and learning journeys. In mathematics education research, consensus has been established around five competences required to gain mathematical knowledge and understanding, and the Swedish curriculum emphasizes that children, are given opportunities to develop such competences. In our research we try to understand: What characterizes the educational settings regarding the numeracy children encounter. At the conference, we will present some outcomes that can be identified in the initial analyses of the data collected with respect to these focuses.

  • 12.
    Sandberg, Gunilla
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ekström, Kenneth
    Umeå universitet, Sweden.
    Hellblom-Thibblin, Tina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Kallberg, Pernilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Garpelin, Anders
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Educational Practices and Children's Learning Journeys from Preschool to Primary School2017In: Pedagogies of Educational Transitions: European and Antipodean Research / [ed] Nadine Ballam, Bob Perry and Anders Garpelin, Switzerland: Springer International Publishing , 2017, p. 239-256Chapter in book (Refereed)
1 - 12 of 12
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf