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  • 1.
    Axelsson, Annika
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lundqvist, Johanna
    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.
    Axelsson, A., Lundqvist, J., & Sandberg, G. (2018, March). Influential factors on children’s reading and writing development: The perspective of parents.: Poster session presented at the NERA 20182018In: NERA 2018: Boundaries, Breaches and Bridges, Oslo, Norway., 2018Conference paper (Other academic)
  • 2.
    Axelsson, Annika
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lundqvist, Johanna
    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.
    Parents in Sweden describe influential factors in children’s reading and writing development2019In: CPH, 2019, Conference on Literacy.: Learning from the past for the future, Literacy for all, 2019Conference paper (Refereed)
    Abstract [en]

    The aim of this study was to shed light on influential factors on children’s reading and writing development from the perspective of parents. Retrospective interviews with 27 parents of preschoolers obtained from a research project were used. Bronfenbrenner’s bioecological model for human development and the PPCT-model were adopted as a theoretical framework. Extracts about children’s reading and writing development were obtained from the interviews. A thematic analysis was used and generated nine themes (preliminary results): Children’s abilities and engagement; Genetics and parents abilities; More able siblings and peers; Involved parents and grandparents; Teacher competence, attitude and collaborations; Social climate in preschool and preschool class; Free play and child-initiated reading and writing activities; Toys and books; Extra support provisions and stimulation. This study shows that factors related to the child, processes at home, in preschool and in preschool class and time can influence children’s reading and writing development. It also showed that parents can be a valuable knowledge source in Nordic (special) education research.

  • 3.
    Axelsson, Annika
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lundqvist, Johanna
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandström, Margareta
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Tre mammor berättar om sina barns tid i förskola och förskoleklass samt övergången däremellan2017In: Barn och unga i skola och samhälle / [ed] Anders Garpelin och Anette Sandberg, Västerås: Mälardalen University Sweden , 2017, 31Chapter in book (Refereed)
    Abstract [sv]

    Syftet med den studie som ligger till grund för detta bokkapitel var att belysa tre mammors upplevelser av sina barns väg från förskola till förskoleklass. En kvalitativ forskningsansats, livsberättelser och en bioekologisk innehållsanalys användes. Studien visade att barns tid i förskola och förskoleklass samt övergången däremellan kan se olika ut. Den visade också att mammor kan känna oro för att deras barn inte ska få det stöd som de behöver för att kunna delta, lära sig och utvecklas i förskola och förskoleklass. Dessutom visade studien att mammor kan ta en aktiv del i arbetet med att förebygga och lösa problem i förskola och förskoleklass. De tre mammorna ville sina barns bästa och inriktade sina krafter på att de skulle få en så trygg och harmonisk tid i förskola och förskoleklass som möjligt. De ville också att deras barn skulle få intellektuell stimulans och nödvändiga behov tillgodosedda. 

  • 4.
    Lundqvist, Johanna
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Allodi, Mara Westling
    Stockholm Univ, Dept Special Educ, Stockholm, Sweden..
    Siljehag, Eva
    Stockholm Univ, Dept Special Educ, Stockholm, Sweden..
    Values and Needs of Children With and Without Special Educational Needs in Early School Years: A Study of Young Children's Views on What Matters to Them2019In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 6, p. 951-967Article in journal (Refereed)
    Abstract [en]

    Understanding how children experience life in educational settings should be an imperative for educational practitioners, evaluators, and researchers. Listening to children's points of views would facilitate the development of educational settings that meet the needs of children and contribute to their wellbeing and development so that their experiences are both joyful and meaningful. A total of 56 children between the ages of 5 and 7 in 65 educational settings located in central Sweden were included in the study. Amongst the 56 participating children, 29 were identified as having special educational needs. The children's views were collected from 2012 to 2015 using drawings and interviews, and these were analysed using a thematic analysis. Nine themes that reflected matters of importance for the children, both those with and without special educational needs, are described. These themes are discussed and linked to previous research, educational evaluation models, and theories of values and needs.

  • 5.
    Lundqvist, Johanna
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandström, Margareta
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    A bioecological Content Analysis: An Analysis Technique Rooted in the Bioecological Model for Human Development2019In: International Journal of Early Childhood Special Education, ISSN 1308-5581, Vol. 11, no 2, p. 194-206Article, review/survey (Refereed)
    Abstract [en]

    A bioecological content analysis is an analysis technique rooted in the bioecological theory of human development and the Process-Person-Context-Time (PPCT) model. In this article, we outline what a bioecological content analysis is and provide guidelines to researchers, students and others who want to use it in large or small scale life story oriented research on such matters as children with special needs and their families, early intervention and early childhood special education. A discussion of advantages and disadvantages of the bioecological content analysis is provided.

  • 6.
    Lundqvist, Johanna
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandström, Margareta
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Barns övergångar från förskola till förskoleklass och fritidshem: En fallstudie om generella och extra övergångsaktiviteter2018In: Att förstå barns vägar till lärande under övergången från förskola till skola  / [ed] Anders Garpelin & Gunilla Sandberg, Västerås: Mälardalen University Sweden , 2018, p. 145-172Chapter in book (Refereed)
  • 7.
    Lundqvist, Johanna
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandström, Margareta
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Axelsson, Annika
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Föräldrar berättar om sina barns tid i förskola och förskoleklass samt övergången däremellan: Ett projekt inom Gränsland, broar och passageriter2018In: Att förstå barns vägar till lärande under övergången från förskola till skola / [ed] A. Garpelin & G. Sandberg, Västerås: Mälardalen University Sweden , 2018, p. 47-70Chapter in book (Refereed)
  • 8.
    Lundqvist, Johanna
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Westling Allodi, Mara
    Specialpedagogiska institutionen, Stockholms universitet, Sweden.
    Siljehag, Eva
    Specialpedagogiska institutionen, Stockholms universitet, Sweden.
    Children's views of early school years: Needs and values2017Conference paper (Refereed)
  • 9.
    Sandström, Margareta
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lundqvist, Johanna
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Axelsson, Annika
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Parents’ Ideal Type Approaches to Children’s Preschool Pathways2017Conference paper (Refereed)
  • 10.
    Sandström, Margareta
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lundqvist, Johanna
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Axelsson, Annika
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Parents' Ideal Type Approaches to Early Education Pathways: Life Stories from Sweden2019In: International Journal of Early Childhood Special Education, ISSN 1308-5581, Vol. 11, no 1, p. 64-79Article in journal (Refereed)
    Abstract [en]

    In this study, parents told their story about their children; their children's preschool and preschool class; their children's educational transitions; and their own cooperation with staff. The views of parents (N=27) were collected by way of life story interviews. The bioecological model for human development was adopted as a theoretical, conceptual and analytical frame. A qualitative bioecological content analysis and a quantitative content analysis were performed. More than half of the children were described as typical in terms of development, while a few were described as being gifted and talented by their parents, and about a third had special educational needs. More preschools than preschool classes were considered to be high in quality, and more preschool-home collaboration than preschool class-home collaboration was felt to be high in quality. The following ideal type approaches of the parents emerged: (1) involved and concerned parents; (2) involved but unconcerned parents; and (3) uninvolved and unconcerned parents. The number of involved and concerned parents increased from preschool to preschool class. This study has relevance for preschool and preschool class teachers, special educators, policy-makers and researchers in inclusive and special education.

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