Syftet med artikeln är att ge en ökad förståelse för hur pedagoger uppfattar barnbokens betydelse när det gäller att närma sig ämnen som upplevs som känsliga i förskolan. I artikeln används tiggeri som ett exempel på ett sådant ämne. Det empiriska materialet kommer från fokusgrupper med pedagoger från sex svenska förskolor. I fokusgrupperna diskuterades bland annat två barnböcker på temat tiggeri. Materialet har analyserats med hjälp av en reflexiv tematisk analys. Resultatet visar att barnböckerna om tiggeri skapade en ingång till att ta upp ett ämne som pedagogerna upplevde som svårt och som de tidigare undvikit att diskutera med barnen. Samtidigt väckte barnböckerna många känslor i relation till pedagogers ansvar: gentemot barn, föräldrar och ämnet i sig. För att på en övergripande nivå diskutera vilka ämnen som anses passande att behandla i förskolan samt vilka känslor som väcks av olika ämnen, används Ahmeds (2010, 2014) och Butlers (2007) teorier om normer och känslor. De normer som existerar påverkar också vad som känns ”ansvarigt” respektive ”oansvarigt” att göra. I relation till barnböcker om känsliga ämnen framstår en ”ansvarsfull läsning” som önskvärd och samtidigt som motstridig och komplex. ENGLISH ABSTRACT Responsible Reading. Using Children’s Books to Raise Sensitive Subjects in Preschool The purpose of the article is to provide an increased understanding of how teachers perceive the importance of children’s books when it comes to approaching sensitive subjects in preschool. The article uses begging as an example of such a subject. The empirical material comes from ten focus group interviews with teachers from six Swedish preschools. In the focus groups, among other things, two children’s books on the theme of begging were discussed. The material has been analyzed using a reflexive thematic analysis. The results show that the children’s books about begging created an entrance to address a subject that the educators felt was difficult and that they had previously avoided discussing with the children. At the same time, the children’s books aroused many emotions in relation to the responsibilities of educators: towards children, parents and the subject itself. Drawing inspiration from Ahmed (2010, 2014) and Butler (2007), norms and emotions are seen as highly relevant for whether subjects in preschool are considered appropriate or inappropriate. Emotions such as happiness or unease make people approach certain subjects while they avoid others. The prevailing social norms also affect what feels “responsible” and “irresponsible” to do. In relation to children’s books on sensitive subjects, a “responsible reading” appears as desirable, but also as contradictory and complex.
{"title":"Ansvarsfull läsning. Att använda barnböcker för att närma sig känsliga ämnen i förskolan","authors":"Klara Dolk","doi":"10.23865/nbf.v21.553","DOIUrl":"https://doi.org/10.23865/nbf.v21.553","url":null,"abstract":"Syftet med artikeln är att ge en ökad förståelse för hur pedagoger uppfattar barnbokens betydelse när det gäller att närma sig ämnen som upplevs som känsliga i förskolan. I artikeln används tiggeri som ett exempel på ett sådant ämne. Det empiriska materialet kommer från fokusgrupper med pedagoger från sex svenska förskolor. I fokusgrupperna diskuterades bland annat två barnböcker på temat tiggeri. Materialet har analyserats med hjälp av en reflexiv tematisk analys. Resultatet visar att barnböckerna om tiggeri skapade en ingång till att ta upp ett ämne som pedagogerna upplevde som svårt och som de tidigare undvikit att diskutera med barnen. Samtidigt väckte barnböckerna många känslor i relation till pedagogers ansvar: gentemot barn, föräldrar och ämnet i sig. För att på en övergripande nivå diskutera vilka ämnen som anses passande att behandla i förskolan samt vilka känslor som väcks av olika ämnen, används Ahmeds (2010, 2014) och Butlers (2007) teorier om normer och känslor. De normer som existerar påverkar också vad som känns ”ansvarigt” respektive ”oansvarigt” att göra. I relation till barnböcker om känsliga ämnen framstår en ”ansvarsfull läsning” som önskvärd och samtidigt som motstridig och komplex. \u0000ENGLISH ABSTRACT\u0000Responsible Reading. Using Children’s Books to Raise Sensitive Subjects in Preschool \u0000The purpose of the article is to provide an increased understanding of how teachers perceive the importance of children’s books when it comes to approaching sensitive subjects in preschool. The article uses begging as an example of such a subject. The empirical material comes from ten focus group interviews with teachers from six Swedish preschools. In the focus groups, among other things, two children’s books on the theme of begging were discussed. The material has been analyzed using a reflexive thematic analysis. The results show that the children’s books about begging created an entrance to address a subject that the educators felt was difficult and that they had previously avoided discussing with the children. At the same time, the children’s books aroused many emotions in relation to the responsibilities of educators: towards children, parents and the subject itself. Drawing inspiration from Ahmed (2010, 2014) and Butler (2007), norms and emotions are seen as highly relevant for whether subjects in preschool are considered appropriate or inappropriate. Emotions such as happiness or unease make people approach certain subjects while they avoid others. The prevailing social norms also affect what feels “responsible” and “irresponsible” to do. In relation to children’s books on sensitive subjects, a “responsible reading” appears as desirable, but also as contradictory and complex. ","PeriodicalId":509828,"journal":{"name":"Nordisk barnehageforskning","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141665028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dei overordna problemstillingane er om profilering av barnehagar er meint som eit pedagogisk alternativ, som ledd i konkurranseleiinga i barnehagen. Korleis er profilane relatert til rammeplanen, og korleis vart profilen til? Problemstillingane vert drøfta mot intervju med styrarar i private barnehagar som har valt ein tydeleg profil, og som har dei vanlegaste profilane i norske barnehagar: friluftsbarnehage, gardsbarnehage, idrettsbarnehage, musikk- og kunstbarnehage og livssynsbarnehage. Dei fleste barnehagane oppfattar profilen sin som eit pedagogisk alternativ og har forsøkt å utvikla profilen til pedagogisk innhald og arbeidsmåtar. Dei meiner at dei representerer eit alternativ innanfor grensene rammeplanen set. Dei er ofte basert i lokale ressursar, men eigarane er i ferd med å bli viktigare. Profilar er ein viktig del av konkurranseleiinga i barnehagane. English abstract Profile and Pedagogy. Does Private Access Represent Pedagogical Diversity? This article focuses on profiles in Norwegian Early Childhood Centers (ECCs). The research questions are to what extent and how profiles are meant to represent pedagogical alternatives, as part of the centers’ competitive strategy, how profiles relate to the framework plan and how they are developed. These questions are discussed based on interviews with leaders in private ECCs that present themselves with a profile, including the most frequent types of profiles in Norwegian ECCs: Outdoor activities, Farming, Sport, Music and Arts, and Religion. The analysis shows that profiles are intended as pedagogical alternatives, within the increasingly felt constraints set by the national framework plan, but it varies to what extent and how. Most of the ECCs also intend to translate their profile to pedagogical contents and methods. Profiles may be based on local resources, but are increasingly defined by the owner. Profiles stand out as an important part of the centers’ competitive approach.
我们所面临的最大问题是，如何对学生进行特征分析，这是否是一种教学替代方法，是否会导致对学生进行集体培训。如何将学生概况与教学计划联系起来，或如何将学生概况与教学计划联系起来？问题的关键在于如何与私人酒吧中那些具有典型特征的人进行交流，以及如何与挪威酒吧中那些具有典型特征的人进行交流，这些典型特征包括：休闲酒吧、购物酒吧、娱乐酒吧、音乐和艺术酒吧以及生活酒吧。这些培训中心提供了教学替代方案，并利用这些培训中心的教学和学习资源。我认为，它代表了一种替代性的全球滑冰计划。它以当地的建筑为基础，但它也有自己的特点。Profilar er ein viktig del av konkurranseleiinga i barnehagane.English abstract简介与教学法。这篇文章的重点是挪威幼儿中心（ECCs）的概况。研究问题包括：作为中心竞争战略的一部分，简介在多大程度上以及如何代表了教学法的替代方案；简介与框架计划的关系以及简介是如何制定的。对这些问题的讨论是基于对私立幼儿保育中心负责人的访谈，这些中心都有自己的简介，其中包括挪威幼儿保育中心最常见的简介类型：户外活动、农业、体育、音乐和艺术以及宗教。分析表明，在国家框架计划规定的越来越多的限制条件下，简介的目的是作为教学的替代方案，但其程度和方式各不相同。大多数幼儿保育中心还打算将其简介转化为教学内容和方法。概况可能以当地资源为基础，但越来越多地由所有者确定。简介是中心竞争方法的重要组成部分。
{"title":"Profil som konkurransestrategi i norsk barnehage","authors":"Kjetil Børhaug, Dag Øyvind Lotsberg","doi":"10.23865/nbf.v21.465","DOIUrl":"https://doi.org/10.23865/nbf.v21.465","url":null,"abstract":"Dei overordna problemstillingane er om profilering av barnehagar er meint som eit pedagogisk alternativ, som ledd i konkurranseleiinga i barnehagen. Korleis er profilane relatert til rammeplanen, og korleis vart profilen til? Problemstillingane vert drøfta mot intervju med styrarar i private barnehagar som har valt ein tydeleg profil, og som har dei vanlegaste profilane i norske barnehagar: friluftsbarnehage, gardsbarnehage, idrettsbarnehage, musikk- og kunstbarnehage og livssynsbarnehage. Dei fleste barnehagane oppfattar profilen sin som eit pedagogisk alternativ og har forsøkt å utvikla profilen til pedagogisk innhald og arbeidsmåtar. Dei meiner at dei representerer eit alternativ innanfor grensene rammeplanen set. Dei er ofte basert i lokale ressursar, men eigarane er i ferd med å bli viktigare. Profilar er ein viktig del av konkurranseleiinga i barnehagane.\u0000English abstract\u0000Profile and Pedagogy. Does Private Access Represent Pedagogical Diversity?\u0000This article focuses on profiles in Norwegian Early Childhood Centers (ECCs). The research questions are to what extent and how profiles are meant to represent pedagogical alternatives, as part of the centers’ competitive strategy, how profiles relate to the framework plan and how they are developed. These questions are discussed based on interviews with leaders in private ECCs that present themselves with a profile, including the most frequent types of profiles in Norwegian ECCs: Outdoor activities, Farming, Sport, Music and Arts, and Religion. The analysis shows that profiles are intended as pedagogical alternatives, within the increasingly felt constraints set by the national framework plan, but it varies to what extent and how. Most of the ECCs also intend to translate their profile to pedagogical contents and methods. Profiles may be based on local resources, but are increasingly defined by the owner. Profiles stand out as an important part of the centers’ competitive approach.","PeriodicalId":509828,"journal":{"name":"Nordisk barnehageforskning","volume":" 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141678167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Anna Rantala, Björn Ahlström, Ulf Leo, Pär Poromaa Isling, Magnus Larsson
Fokus för denna studie är svenska förskolerektorers kontroversiella frågor, ett hittills obeforskat område. Syftet är att synliggöra några av de kontroversiella frågor som rektorer i förskolor hanterar i sin vardag med ambitionen att öka kunskapen om förskolerektorers ledarskap. Studien har en explorativ ansats och den teoretiska utgångspunkten grundas i begreppet dilemmatiska rum vilket vidareutvecklats till kontroversiella rum i artikeln. Vi menar att kontroversiella frågor är konstruerade i en specifik social kontext vilket påverkar hur rektorer positionerar sig. I analysen synliggörs hur de kontroversiella rummen är konstituerade. Resultatet grundas i sju semistrukturerade intervjuer. I resultatet synliggörs hur rektorerna behöver navigera i tre olika kontroversiella rum i relation till lojalitet, ledning och värden. Rektorers kontroversiella rum kan ses som ett uttryck för en utmanande position som kräver att man måste ta hänsyn till många intressen i sitt ledarskap. Att dessutom göra det i en verksamhet som präglats av en stark egalitär kultur gör själva ledarskapet till en utmaning. I denna kontext riskerar många ledarhandlingar upplevas som kontroversiella även om det är en naturlig del av att vara rektor.
{"title":"På besök i svenska förskolerektorers kontroversiella rum","authors":"Anna Rantala, Björn Ahlström, Ulf Leo, Pär Poromaa Isling, Magnus Larsson","doi":"10.23865/nbf.v21.438","DOIUrl":"https://doi.org/10.23865/nbf.v21.438","url":null,"abstract":"Fokus för denna studie är svenska förskolerektorers kontroversiella frågor, ett hittills obeforskat område. Syftet är att synliggöra några av de kontroversiella frågor som rektorer i förskolor hanterar i sin vardag med ambitionen att öka kunskapen om förskolerektorers ledarskap. Studien har en explorativ ansats och den teoretiska utgångspunkten grundas i begreppet dilemmatiska rum vilket vidareutvecklats till kontroversiella rum i artikeln. Vi menar att kontroversiella frågor är konstruerade i en specifik social kontext vilket påverkar hur rektorer positionerar sig. I analysen synliggörs hur de kontroversiella rummen är konstituerade. Resultatet grundas i sju semistrukturerade intervjuer. I resultatet synliggörs hur rektorerna behöver navigera i tre olika kontroversiella rum i relation till lojalitet, ledning och värden. Rektorers kontroversiella rum kan ses som ett uttryck för en utmanande position som kräver att man måste ta hänsyn till många intressen i sitt ledarskap. Att dessutom göra det i en verksamhet som präglats av en stark egalitär kultur gör själva ledarskapet till en utmaning. I denna kontext riskerar många ledarhandlingar upplevas som kontroversiella även om det är en naturlig del av att vara rektor.","PeriodicalId":509828,"journal":{"name":"Nordisk barnehageforskning","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141678434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores preschool principals’ leadership agency when enacting a new curriculum, looking at how they perform their role, how they organise their work and what challenges they face in the process. Drawing on the concept of agency, this case study focuses on the principals’ positions, practices, opportunities and limitations as well as their construction of agentic leadership. The data collection consists of in-depth, semi-structured interviews with 16 preschool principals working in a large Swedish municipality. The analysis of the material has taken place through thematic coding and interpreted through the lens of agency; the results show how the cultural, structural and material aspects of each preschool influence the enactment of the curriculum and shape the principals’ agentic capacity. Both time and context provide a framework for these principals’ enactments of a new curriculum within the specificities of their particular preschools and their own ambitions for the future. The principals’ discursive positionings are both filtered through these aspects and constructed on the basis of values and ideas about their own role and the role of staff. In addition, they underpin how the principals describe themselves as leaders and how they view their opportunities to act in an agentic manner.
{"title":"Enacting a Preschool Curriculum: A Case Study of Agentic Leadership in Sweden","authors":"Johanna Sundström","doi":"10.23865/nbf.v21.459","DOIUrl":"https://doi.org/10.23865/nbf.v21.459","url":null,"abstract":"This article explores preschool principals’ leadership agency when enacting a new curriculum, looking at how they perform their role, how they organise their work and what challenges they face in the process. Drawing on the concept of agency, this case study focuses on the principals’ positions, practices, opportunities and limitations as well as their construction of agentic leadership. The data collection consists of in-depth, semi-structured interviews with 16 preschool principals working in a large Swedish municipality. The analysis of the material has taken place through thematic coding and interpreted through the lens of agency; the results show how the cultural, structural and material aspects of each preschool influence the enactment of the curriculum and shape the principals’ agentic capacity. Both time and context provide a framework for these principals’ enactments of a new curriculum within the specificities of their particular preschools and their own ambitions for the future. The principals’ discursive positionings are both filtered through these aspects and constructed on the basis of values and ideas about their own role and the role of staff. In addition, they underpin how the principals describe themselves as leaders and how they view their opportunities to act in an agentic manner.","PeriodicalId":509828,"journal":{"name":"Nordisk barnehageforskning","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141678608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ingunn Størksen, Ragnhild Lenes, Dieuwer Ten Braak
Ut ifra Rammeplan for barnehagen (Kunnskapsdepartementet, 2017) er norske barnehager pålagt å arbeide for å utjevne negative konsekvenser av sosial ulikhet, for eksempel knyttet til foreldres utdanning og inntekt. For at barnehager skal bli i stand til å utjevne forskjeller som er knyttet til foreldres utdannings- og inntektsnivå er det avgjørende å identifisere hvilke forskjeller som finnes mellom barn allerede i barnehagealder. I denne studien bruker vi data fra barn (M = 5,8 år; SD = 0,29) i Skoleklar-prosjektet (n = 243) for å studere kognitive, sosiale og akademiske forskjeller i barns utvikling knyttet til foreldres utdanning og inntekt. Resultater fra t-tester viser relativt store standardiserte forskjeller mellom barn av foreldre med høy versus lav inntekt, og mellom barn av foreldre med høy versus lav utdanning både innen kognitiv, sosial og akademisk utvikling allerede i barnehagen. Data fra de samme barna i 1., 5. og 8. trinn på skolen viser at forskjellene knyttet til akademisk utvikling vedvarer eller øker i skolen. English abstract The Impact of Mother’s and Father’s Income and Education on Cognitive, Social, and Academic Development in Early Childhood Education and Care and for Further Learning According to the Norwegian Framework Plan for Kindergartens (Kunnskapsdepartementet [Ministry of Education], 2017), Early Childhood Education and Care (ECEC) centers are required to work to equalize the negative consequences of social inequality, for example, related to parents’ education and income. To counteract social differences linked to parents’ education and income level, it is crucial to identify which differences already exist between children in ECEC. In this study, we use child data (M = 5.8 years; SD = 0.29) from the Skoleklar [School Ready] project (n = 243) to examine cognitive, social, and academic differences in children’s development linked to parents’ education and income. In ECEC, t-test results show relatively large differences in terms of cognitive, social, and academic development between children of parents with high versus low income and between children of parents with high versus low education. Data from the same children in 1st, 5th, and 8th grades show that differences related to academic development persist or increase in school.
{"title":"Betydningen av mors og fars inntekt og utdanning for kognitiv, sosial og akademisk utvikling i barnehagen og videre læring","authors":"Ingunn Størksen, Ragnhild Lenes, Dieuwer Ten Braak","doi":"10.23865/nbf.v21.607","DOIUrl":"https://doi.org/10.23865/nbf.v21.607","url":null,"abstract":"Ut ifra Rammeplan for barnehagen (Kunnskapsdepartementet, 2017) er norske barnehager pålagt å arbeide for å utjevne negative konsekvenser av sosial ulikhet, for eksempel knyttet til foreldres utdanning og inntekt. For at barnehager skal bli i stand til å utjevne forskjeller som er knyttet til foreldres utdannings- og inntektsnivå er det avgjørende å identifisere hvilke forskjeller som finnes mellom barn allerede i barnehagealder. I denne studien bruker vi data fra barn (M = 5,8 år; SD = 0,29) i Skoleklar-prosjektet (n = 243) for å studere kognitive, sosiale og akademiske forskjeller i barns utvikling knyttet til foreldres utdanning og inntekt. Resultater fra t-tester viser relativt store standardiserte forskjeller mellom barn av foreldre med høy versus lav inntekt, og mellom barn av foreldre med høy versus lav utdanning både innen kognitiv, sosial og akademisk utvikling allerede i barnehagen. Data fra de samme barna i 1., 5. og 8. trinn på skolen viser at forskjellene knyttet til akademisk utvikling vedvarer eller øker i skolen.\u0000English abstract\u0000The Impact of Mother’s and Father’s Income and Education on Cognitive, Social, and Academic Development in Early Childhood Education and Care and for Further Learning\u0000According to the Norwegian Framework Plan for Kindergartens (Kunnskapsdepartementet [Ministry of Education], 2017), Early Childhood Education and Care (ECEC) centers are required to work to equalize the negative consequences of social inequality, for example, related to parents’ education and income. To counteract social differences linked to parents’ education and income level, it is crucial to identify which differences already exist between children in ECEC. In this study, we use child data (M = 5.8 years; SD = 0.29) from the Skoleklar [School Ready] project (n = 243) to examine cognitive, social, and academic differences in children’s development linked to parents’ education and income. In ECEC, t-test results show relatively large differences in terms of cognitive, social, and academic development between children of parents with high versus low income and between children of parents with high versus low education. Data from the same children in 1st, 5th, and 8th grades show that differences related to academic development persist or increase in school.","PeriodicalId":509828,"journal":{"name":"Nordisk barnehageforskning","volume":" 40","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141680999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Anu Palojärvi, Åsa Palviainen, Merja Koivula, K. Mård-Miettinen, N. Rutanen
This case study focuses on an expert early childhood education and care teacher’s practical theory in language pedagogy when implementing bilingual pedagogy (Finnish–Swedish) in a linguistically heterogeneous group of children aged 3–5 years. Practical theory refers to teachers’ views of good teaching that guide their practices. Applying a mediated discourse analysis approach (nexus analysis), we examine the interplay of factors that promote and challenge changes in the practical theory of language pedagogy in early childhood education and care. The discourses show that the changes are related to Swedish use (a new language for the children) and the use of the children’s home languages. Several personal, interactional, and contextual factors circulate in the expert teacher’s discourses, affecting the changes in her practical theory. Personal factors include reflection, beliefs, and experiences. Feedback from parents and children represents interactional factors, whereas contextual factors cover concepts such as participation and language-enriched teaching. This study highlights the significance of the multiple interrelated factors that are present when an expert teacher’s practical theory of language pedagogy changes, which needs to be reflected upon both in the practice of early childhood education and in teacher training.
{"title":"Changes in an early childhood education and care teacher’s practical theory in language pedagogy as a nexus:","authors":"Anu Palojärvi, Åsa Palviainen, Merja Koivula, K. Mård-Miettinen, N. Rutanen","doi":"10.23865/nbf.v21.521","DOIUrl":"https://doi.org/10.23865/nbf.v21.521","url":null,"abstract":"This case study focuses on an expert early childhood education and care teacher’s practical theory in language pedagogy when implementing bilingual pedagogy (Finnish–Swedish) in a linguistically heterogeneous group of children aged 3–5 years. Practical theory refers to teachers’ views of good teaching that guide their practices. Applying a mediated discourse analysis approach (nexus analysis), we examine the interplay of factors that promote and challenge changes in the practical theory of language pedagogy in early childhood education and care. The discourses show that the changes are related to Swedish use (a new language for the children) and the use of the children’s home languages. Several personal, interactional, and contextual factors circulate in the expert teacher’s discourses, affecting the changes in her practical theory. Personal factors include reflection, beliefs, and experiences. Feedback from parents and children represents interactional factors, whereas contextual factors cover concepts such as participation and language-enriched teaching. This study highlights the significance of the multiple interrelated factors that are present when an expert teacher’s practical theory of language pedagogy changes, which needs to be reflected upon both in the practice of early childhood education and in teacher training.","PeriodicalId":509828,"journal":{"name":"Nordisk barnehageforskning","volume":"173 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141711460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Målet med artikkelen er økt innsikt i personalets handlinger og personalets betydning for barnehagens lekefellesskap i situasjoner der barn blir ekskludert. Datamaterialet er basert på kvalitativ forsking, med observasjoner i to barnehager med barn i alderen 3–6 år. Analysen viser at personalets første tilnærming til lekefellesskapet hvor ekskluderingen skjedde, kunne systematiseres i fire ulike tilnærminger: undersøkende, avvisende, innlemmende og korrigerende. Tilnærmingene så ut til å bety mye for videre utvikling av situasjonen, samt for relasjonene, tilhørigheten og handlingsrommet personalet og barna fikk videre. Studien bidrar til å synliggjøre hvor betydningsfulle personalets handlinger kan være for at barn skal bli ivaretatt når det oppstår ekskluderingssituasjoner, samt hvor komplekse slike situasjoner kan være. English abstract The Staff’s Influence when Exclusion Occurs in the Kindergarten’s Play Community The aim of this article is to provide new knowledge about the actions of kindergarten staff. The article focuses particularly on situations where children are being excluded. The data material is based on qualitative research, with observations drawn from two kindergartens with children aged 3–6 years. The analysis shows that the staff’s first approach to the play community where an exclusion occurs could be systematized into four different approaches, namely, an explorative approach, a rejective approach, an incorporative approach, and a corrective approach. These approaches seem to mean much for the further development of the situation. This study also shows that the staff’s approach in an exclusion situation decides what space is used for professional agency, which may be significant with regard to how the process develops and what the result of the intervention will be.
{"title":"Personalets betydning når ekskludering skjer i barnehagens lekefellesskap","authors":"Lisbeth Iversen","doi":"10.23865/nbf.v21.563","DOIUrl":"https://doi.org/10.23865/nbf.v21.563","url":null,"abstract":"Målet med artikkelen er økt innsikt i personalets handlinger og personalets betydning for barnehagens lekefellesskap i situasjoner der barn blir ekskludert. Datamaterialet er basert på kvalitativ forsking, med observasjoner i to barnehager med barn i alderen 3–6 år. Analysen viser at personalets første tilnærming til lekefellesskapet hvor ekskluderingen skjedde, kunne systematiseres i fire ulike tilnærminger: undersøkende, avvisende, innlemmende og korrigerende. Tilnærmingene så ut til å bety mye for videre utvikling av situasjonen, samt for relasjonene, tilhørigheten og handlingsrommet personalet og barna fikk videre. Studien bidrar til å synliggjøre hvor betydningsfulle personalets handlinger kan være for at barn skal bli ivaretatt når det oppstår ekskluderingssituasjoner, samt hvor komplekse slike situasjoner kan være.\u0000English abstract\u0000The Staff’s Influence when Exclusion Occurs in the Kindergarten’s Play Community\u0000The aim of this article is to provide new knowledge about the actions of kindergarten staff. The article focuses particularly on situations where children are being excluded. The data material is based on qualitative research, with observations drawn from two kindergartens with children aged 3–6 years. The analysis shows that the staff’s first approach to the play community where an exclusion occurs could be systematized into four different approaches, namely, an explorative approach, a rejective approach, an incorporative approach, and a corrective approach. These approaches seem to mean much for the further development of the situation. This study also shows that the staff’s approach in an exclusion situation decides what space is used for professional agency, which may be significant with regard to how the process develops and what the result of the intervention will be.","PeriodicalId":509828,"journal":{"name":"Nordisk barnehageforskning","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141691220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Skjerpet pedagognorm i barnehagene kan ses som uttrykk for at pedagogisk kompetanse og kvalitet sesi sammenheng. Denne artikkelen undersøker hvordan ansvar og oppgaver fordeles mellom pedagoger ibarnehagen og hvilken betydning ulike måter å organisere pedagogressursen kan få for barnehagelærerprofesjonensjurisdiksjon på barnehagefeltet. Artikkelen bygger på data fra en komparativ caseundersøkelsei åtte barnehager i 2017 og 2018 som hadde femti prosent andel barnehagelærere. Vi har intervjuetstyrere, pedagoger, fagarbeidere/assistenter og eierrepresentanter. Analysen bygger på teori om profesjonssystemer(Abbott, 1988) og viser hvordan arbeidsdeling skjer ut fra subjektive problemdefinisjoner avbarnehagelærernes og fagarbeidernes/assistentenes oppgaver. Barnehagelærerne i de ulike barnehagene tildeles forskjellige oppgaver og ansvarsområder. Noen får et mer spesialisert ansvar, mens andre utformer barnehagelæreroppgaver som en støttefunksjon til pedagogisk lederrollen. Forhandlinger om arbeidsoppgaver kan muliggjøre og utfordre barnehagelærernes profesjonalisering. Analysen indikerer at det fortsatt er en vei å gå i arbeidet med å fastsette profesjonens ambisjon med den skjerpede pedagognormen. Arbeidsdelingsprosessene er i stadig endring og bør følges videre opp med forskning som kan tilføre ny kunnskap om hvordan skjerpet pedagognorm kan styrke kompetanse, profesjonalisering og det pedagogiske arbeidet i barnehagen. ENGLISH ABSTRACT What Do the Teachers Do? The Division of Labour Between Early Childhood Teachers in Kindergartens With Increased Teacher-to-Child Ratio Norwegian national regulations that increase the percentage of early childhood teachers among staff in kindergartens indicate that pedagogical competence and quality are related. However, we need more insight into how quality, teacher professional competence and staffing are linked in the kindergartens. The article is based on data from a comparative case study in eight kindergartens in 2017 and 2018 which all had a proportion of fifty per cent teachers among their staff. The data consists of interviews with kindergarten heads, teachers, skilled workers, assistants, and owners. The analysis is based on a theoretical approach on the system of professions (Abbott, 1988), and shows how the division of labor based on subjective problem definitions vary between the kindergartens. Negotiations on work tasks at the local level both enable and challenge the professionalization of teachers. Thus, we find that the government’s ambitions to strengthen competence and thereby quality in the kindergarten sector can be implemented in various ways. An increase of kindergarten teachers among staff does not necessarily strengthen specialization of professional practice. Further, the work of determining the profession’s ambition with the teacher staffing regulation is yet still to be developed and defined.
对幼儿园教师更严格的标准可以被看作是教学能力和质量被视为相互关联这一事实的体现。本文探讨了幼儿园教育者之间如何分配责任和任务，以及不同的教育者资源组织方式对幼儿园教师职业在幼儿园领域的管辖权的意义。文章基于2017年和2018年对8所幼儿园的比较案例研究数据，这些幼儿园的幼儿教师比例达到了50%。我们采访了园长、教师、技术工人/助理和业主代表。分析以专业系统理论（Abbott，1988）为基础，展示了分工是如何在幼儿园教师和技术工人/助理任务的主观问题定义的基础上进行的。不同幼儿园的幼儿教师被分配了不同的任务和责任范围。有的被赋予更专业的职责，而有的则将幼儿园教师的任务设计为教育领导角色的辅助职能。对工作任务的协商既能促进幼儿园教师的专业化，也是对其专业化的挑战。分析表明，以更严格的教学标准来确定专业目标的工作还有一段路要走。分工过程是不断变化的，应继续开展研究，以增加关于更严格的教学标准如何加强幼儿园能力、专业化和教学工作的新知识。英文 ABSTRACTWhat Do the Teachers Do?教师与幼儿比例提高后幼儿园幼儿教师的分工挪威国家法规提高了幼儿教师在幼儿园工作人员中所占的比例，这表明教学能力和质量是相关的。然而，我们需要更深入地了解幼儿园的质量、教师专业能力和人员配备之间的关系。文章基于2017年和2018年对八所幼儿园的比较案例研究数据，这些幼儿园的教职工中教师比例均为50%。数据包括对幼儿园园长、教师、技术工人、助理和业主的访谈。分析基于职业体系的理论方法（Abbott，1988 年），并显示了基于主观问题定义的分工在不同幼儿园之间的差异。地方层面的工作任务谈判既促进了教师的专业化，也对教师的专业化提出了挑战。因此，我们发现，政府加强能力从而提高幼儿园质量的雄心壮志可以通过各种方式实现。增加幼儿教师并不一定能加强专业实践的专业化。此外，根据教师编制条例确定专业目标的工作仍有待发展和界定。
{"title":"Hva gjør pedagogene i barnehagen? Barnehagelærernes arbeidsdeling i møte med skjerpet pedagognorm","authors":"Anne Homme, H. Eide","doi":"10.23865/nbf.v21.432","DOIUrl":"https://doi.org/10.23865/nbf.v21.432","url":null,"abstract":"Skjerpet pedagognorm i barnehagene kan ses som uttrykk for at pedagogisk kompetanse og kvalitet sesi sammenheng. Denne artikkelen undersøker hvordan ansvar og oppgaver fordeles mellom pedagoger ibarnehagen og hvilken betydning ulike måter å organisere pedagogressursen kan få for barnehagelærerprofesjonensjurisdiksjon på barnehagefeltet. Artikkelen bygger på data fra en komparativ caseundersøkelsei åtte barnehager i 2017 og 2018 som hadde femti prosent andel barnehagelærere. Vi har intervjuetstyrere, pedagoger, fagarbeidere/assistenter og eierrepresentanter. Analysen bygger på teori om profesjonssystemer(Abbott, 1988) og viser hvordan arbeidsdeling skjer ut fra subjektive problemdefinisjoner avbarnehagelærernes og fagarbeidernes/assistentenes oppgaver. Barnehagelærerne i de ulike barnehagene tildeles forskjellige oppgaver og ansvarsområder. Noen får et mer spesialisert ansvar, mens andre utformer barnehagelæreroppgaver som en støttefunksjon til pedagogisk lederrollen. Forhandlinger om arbeidsoppgaver kan muliggjøre og utfordre barnehagelærernes profesjonalisering. Analysen indikerer at det fortsatt er en vei å gå i arbeidet med å fastsette profesjonens ambisjon med den skjerpede pedagognormen. Arbeidsdelingsprosessene er i stadig endring og bør følges videre opp med forskning som kan tilføre ny kunnskap om hvordan skjerpet pedagognorm kan styrke kompetanse, profesjonalisering og det pedagogiske arbeidet i barnehagen. \u0000ENGLISH ABSTRACT\u0000What Do the Teachers Do? The Division of Labour Between Early Childhood Teachers in Kindergartens With Increased Teacher-to-Child Ratio\u0000Norwegian national regulations that increase the percentage of early childhood teachers among staff in kindergartens indicate that pedagogical competence and quality are related. However, we need more insight into how quality, teacher professional competence and staffing are linked in the kindergartens. The article is based on data from a comparative case study in eight kindergartens in 2017 and 2018 which all had a proportion of fifty per cent teachers among their staff. The data consists of interviews with kindergarten heads, teachers, skilled workers, assistants, and owners. The analysis is based on a theoretical approach on the system of professions (Abbott, 1988), and shows how the division of labor based on subjective problem definitions vary between the kindergartens. Negotiations on work tasks at the local level both enable and challenge the professionalization of teachers. Thus, we find that the government’s ambitions to strengthen competence and thereby quality in the kindergarten sector can be implemented in various ways. An increase of kindergarten teachers among staff does not necessarily strengthen specialization of professional practice. Further, the work of determining the profession’s ambition with the teacher staffing regulation is yet still to be developed and defined. ","PeriodicalId":509828,"journal":{"name":"Nordisk barnehageforskning","volume":"40 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141112511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Barn kan utvikle matglede og kunnskap om mat gjennom å medvirke i mat- og måltidsaktiviteter i barnehagen. Studien gir innsikt i hva som kan motivere barn som deltar i mataktiviteter til å smake på mat og bruke matord. Studien baseres på en praksisoppgave der barnehagelærerstudenter gjennomførte mataktivitetene smakstallerken og matlaging med barn. Forskningsspørsmålene var: Hva kjennetegnet mataktivitetene når barnehagelærerstudenter beskrev at (a) barna sanset, smakte eller spiste mat? Og (b) barna brukte ord og uttrykk om maten, matlagingen og sanseopplevelsene? Empirien var praksisnotater fra 73 studenter, og fem temaer ble utviklet i den kvalitative empirinære analysen: (1) Barna bestemte selv om de ville smake på smaksprøvene. (2) Barna gjorde seg kjent med maten. (3) Rollemodeller oppfordret barn til å utforske og smake. (4) Studentene brukte råvarenavn og snakket om råvarene med barna. (5) Barna snakket om sine sanselige og praktiske erfaringer med maten. Sosial matglede i gruppene kan ha motivert barna til å smake på maten i aktivitetene. Barnas erfaringer med felles råvarer og praktiske mathandlinger kan ha motivert barna til å bruke matord. Studien kan bidra til å gi konkret og praksisrelevant innhold til matfaglig arbeid i et folkehelseperspektiv i både barnehagene og i barnehagelærerutdanningen. ENGLISH ABSTRACT Children’s Participation in Food Activities and Motivation to Taste and Express Themselves about Food Based on Kindergarten Teacher Students’ Practical Assignment By participating in food activities in kindergarten, children can develop knowledge and enjoyment around food. This study provides insight into children’s motivation to taste and talk about food during food activities. The study is based on reflection notes from kindergarten teacher students’ practical internship assignments, “A tasting plate” and “Cooking with children.” The research questions were: What characterized the food activities when children (a) sensed, tasted, or ate food? And (b) used expressions related to food, cooking and sensory experiences? The data were 73 students’ reflection notes. Qualitative empirical analysis resulted in five themes: (1) Children decided to taste the samples themselves. (2) Children became familiarized with food. (3) Role models encouraged children to explore and taste. (4) Students used names of fresh food in conversations with the children. (5) Children talked about their food-related sensory and practical experiences. Social food enjoyment in the groups may have motivated children to taste the food during the food activities. Shared experiences with food and practical food-related activities may have motivated children to use food-related words. In a public health perspective this study can contribute with relevant content for practical pedagogical work with food in both kindergarten and kindergarten teacher education.
{"title":"Barns deltagelse i mataktiviteter og motivasjon til å smake og bruke matord basert på barnehagelærerstudenters praksisoppgave","authors":"Elly Herikstad Tuset","doi":"10.23865/nbf.v21.498","DOIUrl":"https://doi.org/10.23865/nbf.v21.498","url":null,"abstract":"Barn kan utvikle matglede og kunnskap om mat gjennom å medvirke i mat- og måltidsaktiviteter i barnehagen. Studien gir innsikt i hva som kan motivere barn som deltar i mataktiviteter til å smake på mat og bruke matord. Studien baseres på en praksisoppgave der barnehagelærerstudenter gjennomførte mataktivitetene smakstallerken og matlaging med barn. Forskningsspørsmålene var: Hva kjennetegnet mataktivitetene når barnehagelærerstudenter beskrev at (a) barna sanset, smakte eller spiste mat? Og (b) barna brukte ord og uttrykk om maten, matlagingen og sanseopplevelsene? Empirien var praksisnotater fra 73 studenter, og fem temaer ble utviklet i den kvalitative empirinære analysen: (1) Barna bestemte selv om de ville smake på smaksprøvene. (2) Barna gjorde seg kjent med maten. (3) Rollemodeller oppfordret barn til å utforske og smake. (4) Studentene brukte råvarenavn og snakket om råvarene med barna. (5) Barna snakket om sine sanselige og praktiske erfaringer med maten. Sosial matglede i gruppene kan ha motivert barna til å smake på maten i aktivitetene. Barnas erfaringer med felles råvarer og praktiske mathandlinger kan ha motivert barna til å bruke matord. Studien kan bidra til å gi konkret og praksisrelevant innhold til matfaglig arbeid i et folkehelseperspektiv i både barnehagene og i barnehagelærerutdanningen.\u0000ENGLISH ABSTRACT\u0000Children’s Participation in Food Activities and Motivation to Taste and Express Themselves about Food Based on Kindergarten Teacher Students’ Practical Assignment\u0000By participating in food activities in kindergarten, children can develop knowledge and enjoyment around food. This study provides insight into children’s motivation to taste and talk about food during food activities. The study is based on reflection notes from kindergarten teacher students’ practical internship assignments, “A tasting plate” and “Cooking with children.” The research questions were: What characterized the food activities when children (a) sensed, tasted, or ate food? And (b) used expressions related to food, cooking and sensory experiences? The data were 73 students’ reflection notes. Qualitative empirical analysis resulted in five themes: (1) Children decided to taste the samples themselves. (2) Children became familiarized with food. (3) Role models encouraged children to explore and taste. (4) Students used names of fresh food in conversations with the children. (5) Children talked about their food-related sensory and practical experiences. Social food enjoyment in the groups may have motivated children to taste the food during the food activities. Shared experiences with food and practical food-related activities may have motivated children to use food-related words. In a public health perspective this study can contribute with relevant content for practical pedagogical work with food in both kindergarten and kindergarten teacher education. ","PeriodicalId":509828,"journal":{"name":"Nordisk barnehageforskning","volume":"50 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141109014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Denna artikel intresserar sig för hur förskolan skulle kunna erbjuda barn möjlighet att uttrycka sina angelägenheter om offentliga rum på offentliga platser. Teoretiskt är artikeln baserad på filosofen Isabelle Stengers diskussion kring behovet att skapa en annan vetenskap som aktivt deltar i att skapa ett demokratiskt hållbart samhälle, och på den ANT-inspirerade filosofen Annemarie Mols resonemang om empirisk filosofi i syfte att uppmärksamma hur olika praktiker skapar olika offentliga verkligheter. Artikeln visar hur forskare tillsammans med en liten grupp förskolebarn i åldrarna ett och ett halvt till tre år aktiverar offentliga platser såsom en buss, en tunnelbaneresa och en gång- och cykeltunnel i centrala Stockholm. I dessa empiriska aktiveringar uppstår nya offentliga praktiker som markerar en kollektivt deltagande sångpraktik på bussen, hur en kinestetisk praktik av direkt närvaro uppstår i tunnelbanan och där de förkroppsligade och sensoriska kontaktzonerna etableras genom en annan praktik av att läsa väglinjer. ENGLISH ABSTRACT Curating a Context for a Preschool Practice in Public Spaces – Another Direct Democracy Emerges This article is interested in how the preschool practice could offer children the opportunity to express their concerns about public spaces in public places. Theoretically, the article is based on the philosopher Isabelle Stengers consideration of creating Another science which participates in creating a democratic sustainable society, and in the ANT-inspired philosopher Annemarie Mol’s reasoning about Empirical philosophy in order to pay attention to how different practices create different public realities. The article shows how a researcher together with a small group of preschool children aged one and a half to three years activate public places such as a bus, the underground metro and a walking and bicycle tunnel in the central of Stockholm, Sweden. In these empirical activations new public practices emerge which demark a collective participating singing practice on the bus, a kinesthetic practice of direct presence emerges in the underground metro and where the embodied and sensorial contact zones are established through another practice of reading road lines.
本文关注的是学前教育机构如何为儿童提供机会，让他们在公共场所表达对公共空间的关注。从理论上讲，文章基于哲学家伊莎贝尔-斯坦格尔（Isabelle Stenger）关于需要创造另一门积极参与创建民主可持续社会的科学的讨论，以及受 ANT 启发的哲学家安妮玛丽-莫尔（Annemarie Mol）关于经验哲学的推理，以认识不同的实践如何创造不同的公共现实。文章展示了研究人员如何与一小群一岁半至三岁的学龄前儿童一起激活公共场所，如斯德哥尔摩市中心的公共汽车、地铁旅程以及行人和自行车隧道。在这些实证活动中，出现了新的公共实践，标志着在公共汽车上的集体参与式歌唱实践，在地铁中如何出现直接在场的动觉实践，以及通过另一种阅读道路线的实践建立体现和感官接触区。 ABSTRACTCurating a Context for a Preschool Practice in Public Spaces - Another Direct Democracy EmergesThis article is interested in how the preschool practice could offer children the opportunity to express their concerns about public spaces in public places.从理论上讲，文章基于哲学家伊莎贝尔-施特恩格斯（Isabelle Stengers）关于创建另一种科学以参与创建民主的可持续社会的思考，以及受 ANT 启发的哲学家安妮玛丽-莫尔（Annemarie Mol）关于经验哲学的推理，以关注不同的实践如何创造不同的公共现实。文章展示了一名研究人员如何与一小群一岁半至三岁的学龄前儿童一起激活公共场所，如瑞典斯德哥尔摩市中心的公共汽车、地下地铁以及步行和自行车隧道。在这些实证活动中，出现了新的公共实践活动，如在公共汽车上集体参与唱歌的实践活动，在地下地铁中出现的直接在场的动觉实践活动，以及通过阅读道路线的另一种实践活动建立的体现和感官接触区。
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