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  • 1.
    Ledin, Per
    et al.
    Södertörns högskola, Svenska.
    Samuelsson, Robin
    Södertörns högskola, Sweden.
    Lekande lätt!2017Ingår i: Språktidningen, ISSN 1654-5028, nr 3, s. 56-61Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 2.
    Ledin, Per
    et al.
    Södertörns högskola, Svenska.
    Samuelsson, Robin
    Södertörns högskola, Svenska.
    Play and imitation: Multimodal interaction and second language development in preschool2017Ingår i: Mind, culture and activity, ISSN 1074-9039, E-ISSN 1532-7884, Vol. 24, nr 1, s. 18-31Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper targets the multimodal character of children’s play and its potential for scaffolding second language development. We follow children who are newcomers to a Swedish preschool, and analyze their interactions. Play is, we argue, based on rules or tacit agreements between children, originating in the human capacity of imitation, and creates an opportunity to test out cultural patterns. Despite their limited language abilities, the children naturally engage in bodily play interactions where different objects are deployed. This can potentially underpin second language development, not least when a child or teacher with better Swedish language proficiency participates.

  • 3.
    Pramling, Ingrid
    et al.
    Göteborgs universitet, Sweden.
    Magnusson, Lena O
    Högskolan i Gävle, Sweden.
    Kjällander, Susanne
    Stockholms universitet, Sweden.
    Palmer, Anna
    Stockholms universitet, Sweden.
    Eidevald, Christian
    Södertörns högskola, Sweden.
    Williams, Pia
    Göteborgs universitet, Sweden.
    Palmér, Hanna
    Linnéuniversitetet, Sweden.
    Dunkels, Elza
    Hilldén, Ebba
    Karlstads universitet, Sweden.
    Godhe, Anna-Lena
    Jönköpings universitet, Sweden.
    Petersen, Petra
    Stockholms universitet, Sweden.
    Walan, Susanne
    Karlstads universitet, Sweden.
    Nilsen, Malin
    Göteborgs universitet, Sweden.
    Ebbelind, Andreas
    Linnéuniversitetet, Sweden.
    Enochsson, Ann-Britt
    Karlstads universitet, Sweden.
    Lagergren, Anniqa
    Högskolan i Halmstad, Sweden.
    Patron, Emelie
    Linnéuniversitetet, Sweden.
    Norén, Eva
    Stockholms universitet, Sweden.
    Forsling, Karin
    Karlstads universitet, Sweden.
    Wernholm, Marina
    Linnéuniversitetet, Sweden.
    Lagerlöf, Pernilla
    Göteborgs universitet, Sweden.
    Hvit Lindstrand, Sara
    Jönköpings universitet, Sweden.
    Holmberg, Kristina
    Linnéuniversitetet, Sweden.
    Danielsson, Kristina
    Stockholms universitet, Sweden.
    Caiman, Cecilia
    Samuelsson, Robin
    Mälardalens universitet, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Walldén Hillström, Kristina
    Högskolan i Gävle, Sweden.
    27 forskare i upprop mot skärmfri förskola2024Ingår i: FörskolanArtikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    VI LÄRARE DEBATT: Regeringens uppdrag till Skolverket – att göra utbildningen i förskolan skärmfri – riskerar att ge negativa och allvarliga konsekvenser, särskilt för barn som är i störst behov av att möta en digitaliserad värld med stöd av utbildade förskollärare och barnskötare. Det skriver 27 barn- och förskoleforskare i ett gemensamt upprop.

  • 4.
    Samuelsson, Robin
    Uppsala universitet, Sweden.
    A Mixed Methods Approach to Analyzing Embodied Interaction: The Potentials of Integrated Mixed Methods Analysis of Video Interaction Data2023Ingår i: Journal of Mixed Methods Research, ISSN 1558-6898, E-ISSN 1558-6901Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Video has become a widespread tool for capturing naturalistic behavioral data. While mixed methods show great potential in understanding the active nature of children’s interaction, only a few studies have developed mixed methods for video-based interaction research. This paper presents a mixed methods embodied interaction model appropriate for studying complex embodied interaction and draws on methodological insights from a mixed methods project to capture changes in children’s interaction with touchscreen technologies. The paper details how integrated mixed methods analysis was needed to fully explain the results and how mono-method studies would provide misleading results. The theoretical advancements generated during the project illustrate how mixed methods for video-based studies have valuable properties for understanding complex interactional phenomena, such as learning.

  • 5.
    Samuelsson, Robin
    Uppsala universitet, Sweden.
    A shape of play to come: Exploring children's play and imaginaries with robots and AI2023Ingår i: Computers and Education: Artificial Intelligence, ISSN 2666-920X, Vol. 5, s. 100173-100173, artikel-id 100173Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    We are rapidly moving into an era where AI and robots are part of everyday interactions in society and education, and there are immense discussions today about current and future technologies. Still, children are often not included in this discussion, while there is much to learn from current uses and children's understandings of AI and robotics. The study is based on a seven-month ethnographical work that details the implementation of a robot in two preschool groups of children aged 1–2 and 3–5 (n = 38). The study descriptively combines a framework for children's play analysis with explorative qualitative child interviews (n = 6) with the 3-5-year-olds to examine how children play with the robot and their thinking about a future with robots and AI. The results show how children's play with robots spans all of Hughes's (2011) sixteen play types and integrates robots into play in ways specific to child-robot interaction. The interviews indicate that children have well-formed knowledge about the current uses of robots and AI and elaborate imaginaries about a future with them, including critical boundaries toward robots and AI agents. The evidence shows emerging ways children relate to these. The potential of including children's actions and voices in the ongoing societal and educational debates on AI is discussed.

  • 6.
    Samuelsson, Robin
    Södertörns högskola, Sweden.
    Children's explorations of the concept of spinning in preschool: Science learning in mediated activity2018Ingår i: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 17, s. 90-102Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper examines how children explore the concept of spinning during a preschool project. It takes a cultural-historical approach, and analyzes how artifacts can be used in development of abstract concepts. In line with the pedagogical goals teachers employ these in learning activities during the project in line with their pedagogical goals. Children encounter the activities with different linguistic and perceptual means; there is, however, across the project a shift towards learning activities that promote verbal explanations. The interrelation of verbal and perceptual means, suggest ways in how children dynamically develop abstract concepts out of perceptual knowledge in activities with appropriate artifacts and teacher scaffolding.

  • 7.
    Samuelsson, Robin
    Södertörns högskola, Sweden.
    Creating a web of multimodal resources: Examining meaning-making during a children’s book project in a multilingual community2023Ingår i: Journal of Early Childhood Literacy, ISSN 1468-7984, E-ISSN 1741-2919Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    While many children grow up in linguistically and symbolically diverse communities, it is still rare that they encounter an early educational experience adapted to the complexities of their everyday communicational reality. This paper takes an ecological and multimodal approach to a preschool’s book project in a multilingual community. The study examines the web of resources that emerges from activities, actors and their interrelations during the book project. It is shown how multimodal resources emerge when supported by active pedagogical community engagement, and how resources underpinning early childhood literacy cross linguistic and modal boundaries. The paper uses a multimodal interaction analysis to show how the socioecological resources emerging during the project come together in multimodal interaction. Pedagogical potentials building on multimodal resources involving the wider ecology of actors in linguistically complex settings are discussed. 

  • 8.
    Samuelsson, Robin
    Uppsala universitet, Sweden.
    Cultural Heritage Through Educational Robots: Using a Ukrainian Folk Tale with a Programmable Robot in Early Childhood Education2022Ingår i: HCI International 2022 – Late Breaking Posters: 24th International Conference on Human-Computer Interaction, HCII 2022, Virtual Event, June 26 – July 1, 2022, Proceedings, Part I, Cham: Springer , 2022, s. 336-343Konferensbidrag (Refereegranskat)
    Abstract [en]

    Programmable robots are increasingly used to introduce computational thinking and programming to young children. However, how to practically introduce this is still being developed, where storytelling and project-based methods have been promoted as possible ways to achieve this. This paper presents a study from a preschool featuring 4–5 year-olds working with a Ukrainian folk tale, The Mitten, while introducing programming through a programmable floor robot, The Blue-Bot. The paper presents the iterative cycles during a design-based study of merging the folk tale with the Blue-Bot during the project. The paper further examines the educational affordances of a programming board created during the project, showing how the folk tale provided a fitting structure for the board and pedagogical scaffold during the activities. The paper discusses how older forms of cultural heritage can be merged with new technologies and the added importance of the particular case of Ukrainian cultural heritage following the outbreak of the war in Ukraine.

  • 9.
    Samuelsson, Robin
    Södertörns högskola, Sweden.
    Environments for Imitation: Second-Language Use and Development through Embodied Participation in Preschool Routine Activities2021Ingår i: Journal of Research in Childhood Education, ISSN 0256-8543, E-ISSN 2150-2641, Vol. 35, nr 1, s. 22-40Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article examines how the environment and routines within preschools can support second language use and development. It suggests that certain imitable aspects common to Swedish preschools make the environment suitable for L2 use and development. Data build on a qualitative synthesis of two studies from which typical routine activities where children with Swedish as L2 participate are analyzed. It is suggested that properties of the preschool routine activities follow certain interactional patterns and build on imitable cultural scripts that can aid L2 use through embodied participation or nonverbal and verbal interaction. The settings are as such suitable for child participation and can afford L2 development. In children’s play, the same cultural patterns and forms of language are used, making them an extension of some routine activities and an important arena to practice cultural knowledge with the developing L2.

  • 10.
    Samuelsson, Robin
    Uppsala universitet, Sweden.
    Fel att förbjuda skärmar i förskolan2023Övrigt (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Att förbjuda skärmar i förskolan vore ett misstag. Vi behöver istället bredda debatten och ta en ny kritisk riktning för digitalisering i förskolan, skriver forskaren Robin Samuelsson

  • 11.
    Samuelsson, Robin
    Mälardalens universitet, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Förskolan har visst en plats för skärmar2024Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 12.
    Samuelsson, Robin
    Uppsala universitet, Sweden.
    Guidad lek i förskolan: Språkutveckling mellan undervisning och lek2021Bok (Övrigt vetenskapligt)
    Abstract [sv]

    Kan vi undervisa barn på ett lekfullt sätt så att de får möjlighet att utveckla språket och samtidigt stimuleras till socialt och kulturellt lärande? Detta är en av de viktigaste förskolepedagogiska frågorna i dag, när barn förutsätts lära sig ett ständigt växande innehåll i en snabbt föränderlig värld.

    Här presenteras nu för första gången guidad lek i en svensk förskolepedagogisk kontext. Det är en forskningsbaserad arbetsmetod som används för att skapa lärande genom interaktion och delaktighet. Författaren beskriver hur metoden bygger vidare på den lekbaserade pedagogiska miljön som redan finns på svenska förskolor, och ger intresseväckande inblickar i internationell forskning på området. En lång rad praktiska exempel från svensk förskola lyfts fram, där författaren resonerar kring hur barnens utforskande stöttas genom guidad lek. Målet är att visa hur pedagogen kan göra aktiva och avgörande insatser för ett lekbaserat lärande hos barnen.

    Guidad lek i förskolan är i första hand riktad till förskollärarstudenter och verksamma pedagoger i förskolan.

  • 13.
    Samuelsson, Robin
    Södertörns högskola, Sweden.
    Guiding Preschool Play for Cultural Learning: Preschool Design as Cultural Niche Construction2020Ingår i: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 11, artikel-id 545846Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper explores how preschools can be purposefully designed to aid cultural learning through guided play practices. In recent literature, there has been a renowned interest in the role of the exogenous environment in psychological processes, including learning. The idea that the design of preschools can meaningfully be seen as cultural niche construction and that guided play practices in these environments can aid the preparation for cultural action is promoted, and a theoretical framework is presented. The empirical data draw from a synthesis from three ethnographic research sites in multilingual communities, and data are used to explore how cultural affordances are used in designed environments as part of guided play practices. The results indicate how niche construction of affordances aid cultural learning and is achieved through both direct guided play interaction between teachers and children and also in the way of the indirect design of environments that is incorporated in children’s peer play. It is discussed what this means for play research as well as for guided play practices that aim to promote cultural learning.

  • 14.
    Samuelsson, Robin
    Mälardalens universitet, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Learning beyond instructionist/constructionist divides: A mixed methods exploration of three learning designs for 1-2-year-old children2024Ingår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 218, artikel-id 105089Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    New technologies and subjects are increasingly being added to the agenda of children's education for increasingly younger groups. Such advances are also tied to questions of learning and the educational designs that make this possible. This study follows the evolution of context- and age-appropriate designs during a programming robot project for 1-2-year-olds, a novel technology for children and teachers. The study examines learning design phases featuring instructional, guided play, and free play activities and uses mixed-methods techniques to examine several aspects of children's educational interaction. Results show how all three educational designs offer different potentials for children's learning. Teacher scaffolding supports extended programming actions but limits children's exploratory actions, and guiding play increases time on task. Simultaneously, children's free play increases the frequency of simple programming actions and leads to unexpected learning potentials beyond the guided activities. It is discussed how diverse learning experiences can join in programs balancing instructional needs of novel technologies and subjects with early childhood's exploratory and playful modes of learning.

  • 15.
    Samuelsson, Robin
    Uppsala universitet, Sweden.
    Leveraging Play for Learning and Development: Incorporating Cultural‐Evolutionary Insights into Early Educational Practices2023Ingår i: Mind, Brain, and Education, ISSN 1751-2271, E-ISSN 1751-228X, Vol. 17, nr 2, s. 75-85Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    There is a renewed scientific interest in the role of childhood in human evolution, pointing to the explorative phase of a human's life history that shapes how children learn and develop. This study presents a synthesis from evolutionary sciences that considers biases in childhood learning through activities in play, exploration, and social interactions. The study argues that childhood education based on this framework diverges from formal education. This framework explains why common misconceptions about childhood learning arise and how to resolve them. Finally, we propose how childhood education can be changed to take advantage of biological biases in learning.

  • 16.
    Samuelsson, Robin
    Södertörns högskola, Sweden.
    Multimodal interaction for science learning in preschool: Conceptual development with external tools across a science project2019Ingår i: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 27, nr 3, s. 254-270Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper studies the scaffolding of conceptual development for children aged 4–5 years old during a science project at a Swedish preschool. It specifically examines how bodily knowledge and language are used in interaction, and how conceptual knowledge can be scaffolded with the use of external tools and artefacts. The science project was tracked for seven weeks and the analytical focus is on situations where a computer and a projected screen are used. The study shows how interactions afforded by the set-up provide a virtual-physical setting where teachers and children can interact using both language and bodily modes. As such, it provided an interactional space where teachers can scaffold children’s tactile understandings towards conceptual knowledge by building on the children’s prior experiences, and knowledge is cumulated over time during the project. This is accomplished by focusing attention on the topic and through the use of tools in interaction. Possible implications and uses for early childhood education are discussed in the light of these results.

  • 17.
    Samuelsson, Robin
    Mälardalens universitet, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Navigating proxy failures in education: Learning from human and animal play2024Ingår i: Behavioral and Brain Sciences, ISSN 0140-525X, E-ISSN 1469-1825, Vol. 47, artikel-id e84Artikel i tidskrift (Övrigt vetenskapligt)
  • 18.
    Samuelsson, Robin
    Södertörns högskola, Sweden.
    Play, Culture and Learning: Studies of Second-Language and Conceptual Development in Swedish Preschools2019Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [sv]

    Den här avhandlingen undersöker hur andraspråks- och begreppsutveckling kan uppstå genom interaktion i förskolans miljöer, specifikt studerar avhandlingen hur olika typer av interaktion, som leken, kan stötta barn.

    Studierna bygger på en syn där interaktion ses som multimodal och kroppsligt förankrad och ett analytiskt fokus riktas mot hur andraspråks- och begreppsutveckling kan ske med hjälp av andra kommunikativa resurser än talspråket.

    Datainsamlingen har skett under två separata perioder. Det första fältarbetet följde två nyanlända barn som börjat utveckla andraspråket svenska och under den andra perioden följdes en förskolegrupp under ett naturprojekt om snurrande.

    Resultaten rörande andraspråksutveckling visar hur barn kan delta i lek redan innan de delar ett gemensamt språk. Detta möjliggörs genom lekens regelbundna karaktär och att barn taktilt kan förstå kulturella regler genom interaktion. Lärarna deltar även i så kallad guidad lek, som möjliggör stöttning av barnen. Lekaktiviteterna fungerar som en mötesplats där barn kan interagera, imitera kulturella regler och mönster, något som understödjer ett framväxande användande av andraspråket. Förskolans stukturerade dagar och mijöer visar sig vara möjliggörande för barns deltagande. Dessutom återanvänds dessa kulturella strukturer av barnen i lek.

    Resultaten rörande begreppsutveckling bygger på att barn kan utvecklas i relation till andra, men även kulturella redskap och artefakter och det visas att detta sker på kroppsliga sätt. Förskolans miljöer erbjuder upplevelser av begreppen för barnen, genom att fysiska och digitala artefakter. När lärare använder dessa redskap i aktiviteter kan även barnen stöttas mot att förstå sina upplevelser på ett mer begreppsbaserat sätt.

    Avhandlingens slutsatser pekar mot betydelsen av icke-verbala resurser då barn lär sig andraspråk och om abstrakta begrepp. Ur detta läggs ett nytt sätt att se på stöttning fram, som inkluderar miljön och kroppsliga resursers betydelse för denna sociala process.

  • 19.
    Samuelsson, Robin
    Mälardalens universitet, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Screens beyond good and evil: nuancing the evidence on children, screens and interaction2024Ingår i: European Child and Adolescent Psychiatry, ISSN 1018-8827, E-ISSN 1435-165XArtikel i tidskrift (Refereegranskat)
  • 20.
    Samuelsson, Robin
    Uppsala universitet, Sweden.
    The two-faced process of learning and the importance of Janus-faced solutions2023Ingår i: npj Science of learning, E-ISSN 2056-7936, Vol. 8, nr 1, artikel-id 58Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Significant developments have been made to our understanding of how children learn, putting essential pieces to the puzzle of what it means to be human. Theories of learning are, however, headed in diverging directions, and this perspective paper argues that this dispersion can recapitulate recurring schisms in developmental and learning sciences about learning as a predominantly individually constructed or socially transferred process. It is argued that this opposition is unnecessary and that an encompassing understanding of learning should consider both directions. This conciliatory approach considers how humans learn from others and what is known while exploring new solutions. This is important for understanding learning in childhood, seeing learning as a simultaneously individual and social process where humans actively explore and exploit knowledge about the world around them. Framing learning by the metaphor of a Janus face, looking back at what is known while exploring new knowledge, becomes illuminating for understanding learning and provides an essential background for designing educational practices based on active learning.

  • 21.
    Samuelsson, Robin
    Södertörns högskola, Sweden.
    Touch and translanguaging in a multilingual early childhood education setting2022Ingår i: Multimodality & Society, ISSN 2634-9795, E-ISSN 2634-9809, Vol. 2, nr 3, s. 300-322Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Many children grow up in multilingual communities characterised by linguistic heterogeneity and semiotic and cultural complexity. Translanguaging theory has provided a perspective attuned to communication and education in multilingual settings. However, translanguaging pedagogies have not yet had a broad uptake in early educational settings. The recent interest in embodiment within translanguaging studies and the study of touch combinedly provide a potential perspective for early childhood education. This study examines the role of touch in a multilingual preschool featuring 2-year-olds. The results point to two key functions for touch. One is that touch creates a shared experiential ground where languages can be learned. The other function is that touch allows children to sensorially explore and learn multicultural experiences from the diverse cultural and linguistic systems available. Based on the results, the role of touch in early childhood translanguaging is discussed as a way forward for translanguaging pedagogies for creating both equitable and diverse educational opportunities for children in multicultural and multilingual communities.

  • 22.
    Samuelsson, Robin
    et al.
    Södertörn University Stockholm Sweden;UCL Knowledge Lab, Institute of Education University College London London UK.
    Price, Sara
    UCL Knowledge Lab, Institute of Education University College London London UK.
    Jewitt, Carey
    UCL Knowledge Lab, Institute of Education University College London London UK.
    How pedagogical relations in early years settings are reconfigured by interactive touchscreens2021Ingår i: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, Vol. 53, nr 1, s. 58-76Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    While interactive touchscreens are currently entering into educational practice, little is known about what this means for learning in early childhood and, in particular, how touchscreens shape action and communication. In this paper, we examine the interactions of 2-year-olds and their teachers in a multilingual preschool in Sweden. We analyse the communicative environment between the children, teachers and shared touchscreens and books in the context of reading. A mixed-methods analysis was used, taking a concept of action that includes both verbal, non-verbal utterances and digital touch. The analysis shows a reconfiguration to the interactional dynamic where children perform comparable amounts of actions in sessions with the touchscreen and book reading but less talk during the touchscreen sessions. However, while talking less, children display other types of communicative actions. We analyse the changing interactional dynamic that follows, its implications to learning and early childhood pedagogical practice and how interaction can be reconceptualised as cycles of communication and action in which educational scaffolding unfolds.

  • 23.
    Samuelsson, Robin
    et al.
    Uppsala universitet, Sweden.
    Price, Sara
    UCL Knowledge Lab, Institute of Education, University College London, London, UK.
    Jewitt, Carey
    UCL Knowledge Lab, Institute of Education, University College London, London, UK.
    How young children’s play is shaped through common iPad applications: a study of 2 and 4–5 year-olds2022Ingår i: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, s. 1-19Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Digital devices such as iPads are prevalent in children’s play from an early age. How this shapes young children’s play is an area of considerable debate without any clear consensus on how different forms of play are brought into the iPad interaction. In this study, we examined 98 play activities of children in two preschool settings, featuring 2 and 4–5-year-olds, their play with iPads and non-digital artefacts. Three analytical approaches were used: an index built on a digital play framework (Bird, Jo, and Susan Edwards. 2015), a quantitative description of the index, and a qualitative interaction analysis of children’s play. Results show how play with iPads is characterised as less ludic than play with other artefacts, and diverges from the age-typical norms of play. We discuss what these results might mean for children’s play in contemporary early childhood settings and for children’s learning.

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