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Jonsson, A. & Thulin, S. (2019). Barns frågor i lek. Forskul, 7(1), 86-97
Open this publication in new window or tab >>Barns frågor i lek
2019 (Swedish)In: Forskul, ISSN 2001-6131, Vol. 7, no 1, p. 86-97Article in journal (Refereed) Published
Abstract [sv]

I denna studie, som ingår i ett övergripande projekt om lekresponsiv undervisning i förskolan, analyseras de frågor barn ställer under lek. Frågor förstås här som språkliga handlingar som gör något till förgrund och något annat till bakgrund. Frågor indikerar därför vad som är i fokus för barns uppmärksamhet och säger något om hur barn förstår vad de leker. Frågor ses som viktiga att respondera på utifrån en ambition att utforma undervisning responsiv på lek. Syftet med studien var därför att bidra med insikter om vad vi kan lära av barns frågor för att kunna utforma och problematisera förskollärares undervisning i lek. Analysen fokuserar barns frågor i 51 videoobserverade leksituationer där barn och förskollärare deltar. Resultatet visar att barnen i huvudsak ställer frågor i och om leken de är engagerade i (94 av 104 frågor; som om) medan övriga frågor (10) handlar om något som aktualiseras av leken men som handlar om förhållanden utanför denna (som är). Implikationerna av detta resultat för undervisning i förskolan diskuteras.

Abstract [en]

In this study, which is part of a larger project on play-responsive teaching in preschool,we analyze the questions children ask when they play. Questions are understoodas verbal actions that renders something in the foreground and something else in the background. Questions indicate what is in focus of children’s attention when they play and are considered important to respond to with an ambition to design teaching responsive to play. The purpose is therefore to contribute with insights about what we can learn from children’s questions with an interest in teaching in play. The study is based on an analysis of all questions children ask in 51 video documentation where teachers and children play. The results show that children primarily (94 of 104questions) ask about matters in or about the play they are engaged in (’as if ’), while the rest of the questions (10) concern something actualized in play but concerning conceptual matters outside the play (’as is’). The implications for teaching in preschool are discussed.

Place, publisher, year, edition, pages
Stockholm: , 2019
Keywords
Children’s questions, Play, Preschool, Teaching, barns frågor, förskola, lek, undervisning
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-19201 (URN)
Projects
Lekresponsiv undervisning i förskolan
Available from: 2019-04-03 Created: 2019-04-03 Last updated: 2019-04-09Bibliographically approved
Fridberg, M., Jonsson, A., Redfors, A. & Thulin, S. (2019). Teaching chemistry and physics in preschool: a matter of establishing intersubjectivity. International Journal of Science Education
Open this publication in new window or tab >>Teaching chemistry and physics in preschool: a matter of establishing intersubjectivity
2019 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289Article in journal (Refereed) Epub ahead of print
Abstract [en]

This paper describes analysis of teaching instances that are part of an in-service preschool teachers programme about chemistry and physics in preschool. The aim is to develop knowledge about the communication established between teacher and children in relation to an object of learning, specifically the role of intersubjective communication in relation to an object of learning. A set of science activities with a specified object of learning was developed in groups of teachers and researchers. A qualitative analysis of the communication in relation to the chosen object of learning was performed. The focus of the analysis was excerpts representing differences in intersubjectivity related to the object of learning and what can be said to characterise the communication between teachers and children in these situations. The results show that intersubjectivity can occur in different ways with different consequences for children’s opportunities to experience the intended object of learning. In connection to this, the importance of teachers having a mutual simultaneity in the communication with children about a specific content is highlighted. The teachers have to create links between the child’s perspective and the object of learning. Intermediary objects of learning are discussed as supporting elements in the conquest of new knowledge.

Keywords
intersubjectivity, object of learning, preschool, early years science
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-20106 (URN)10.1080/09500693.2019.1689585 (DOI)000496575600001 ()
Projects
https://www.hkr.se/fykeforsk
Note

This research project is funded by the Research platform Learning in Cooperation, Kristianstad University.

Available from: 2019-11-18 Created: 2019-11-18 Last updated: 2019-11-28Bibliographically approved
Jonsson, A., Williams, P. & Pramling Samuelsson, I. (2017). Undervisningsbegreppet och dess innebörder uttryckta av förskolans lärare. Forskning om undervisning och lärande, 5(1), 90-109
Open this publication in new window or tab >>Undervisningsbegreppet och dess innebörder uttryckta av förskolans lärare
2017 (Swedish)In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 5, no 1, p. 90-109Article in journal (Refereed) Published
Abstract [sv]

I denna studie analyseras hur förskolans personal resonerar om att undervisa de yngsta barnen i förskolan. Fokusgruppssamtal har använts för att samla data från personal som arbetar med de yngsta barnens verksamhet. Billigs diskursteoretiska termer används i analyser av personalens resonemang om undervisningsbegreppets innebörder. Resultaten pekar mot två diskurser där krav och rättigheter utgör spänningsfält och där ett argument för något kan utgöra motargument i samma diskussion. Undervisning med de yngsta barnen utgör en del av en förskola i förändring. Med det i åtanke förstår vi personalens argument som motsägelsefulla när begreppet undervisning i förskolan beskrivs, något som kan ses både inom en diskurs och mellan diskurser.

Abstract [en]

The aim of this study is to analyse the preschool staff’s reflections on teaching the youngest children in preschool. Conversations in focus groups with preschool staff have been used for data collection. Theoretically the study considers Billigs concept concerning argumentation that has influence on discourses in change. The concept is used to view that an utterance about something that belongs to a particular discussion, stating that teaching can be understood as an explicit or implicit contradiction to the same discussion. The results point out two discourses where the demands and rights are seen as fields of tensions where an argument for something can, at the same time constitute arguments against something. Teaching the youngest children is part of a preschool in change. With that in mind, we understand the arguments as contradictory when the concept of teaching in preschool is described by the staff, something which can be seen both within and between discourses.

Keywords
Preschool, preschool teachers, teaching, young children 1-3 years, förskola, förskolans lärare, undervisning, yngsta barnen
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hkr:diva-16593 (URN)
Available from: 2017-03-16 Created: 2017-03-16 Last updated: 2017-11-09Bibliographically approved
Jonsson, A. (2016). Barn och läroplan möts i undervisning: exemplet snö. In: Susanne Thulin (Ed.), Naturvetenskap i ett förskoleperspektiv: kreativa lärandeprocesser (pp. 125-135). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Barn och läroplan möts i undervisning: exemplet snö
2016 (Swedish)In: Naturvetenskap i ett förskoleperspektiv: kreativa lärandeprocesser / [ed] Susanne Thulin, Malmö: Gleerups Utbildning AB, 2016, p. 125-135Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2016
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-16363 (URN)9789140694669 (ISBN)
Available from: 2016-12-27 Created: 2016-12-27 Last updated: 2016-12-27Bibliographically approved
Jonsson, A. (2016). Förskollärares kommunikation med de yngsta barnen i förskolan: med fokus på kvalitativa skillnader i hur ett innehåll kommuniceras. Nordisk Barnehageforskning, 12(1), 1-16
Open this publication in new window or tab >>Förskollärares kommunikation med de yngsta barnen i förskolan: med fokus på kvalitativa skillnader i hur ett innehåll kommuniceras
2016 (Swedish)In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 12, no 1, p. 1-16Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to describe and analyze how preschool teacher’s ways to communicate with the youngest children in preschool contributes to conditions for children's learning. Data has been gathered from four Swedish preschools where observations were conducted to study teachers' communication with 1-3 year old children. The results of the study showed qualitative differences in teachers’ communication about a content. One conclusion is that a broad repertoire of ways to communicate seems to favor conditions for children as actors to jointly expand the content in focus. Another conclusion is that the repertoire of children's actions and expressions made possible appears to be related to qualitative differences in teachers’ communication.

Abstract [sv]

Syftet med denna artikel är att beskriva och analysera hur förskollärares sätt att kommunicera med de yngsta barnen i förskolan bidrar till villkor för barns lärande. Förskollärare används synonymt med lärare då förskolan är en egen skolform. Datamaterialet är från fyra svenska förskolor där en observationsstudie genomförts av lärares kommunikation med 1-3 åriga barn. Resultaten från studien visar kvalitativa skillnader i lärarnas kommunikation om olika innehåll. En slutsats är att en kvalitativ kategori där en bred repertoar av sätt att kommunicera används av läraren tycks gynna förutsättningarna för aktörerna att gemensamt utvidga innehållet i kommunikationen. En annan slutsats är att den repertoar av barns aktörskap och uttryckssätt som möjliggörs förefaller vara relaterad till de kvalitativa skillnader som framkommit vid lärares repertoar av kommunikation. Diskussionen belyser resultatens konsekvenser i relation till social samhällsteori samt till teorier om yngre barns lärande och utveckling

Keywords
Preschool teacher, children’s perspectives, communication, conditions for learning, discursive consciousness, yngre barns lärande, kommunikation, barns perspektiv, förskollärare, diskursivt medvetande, Förskollärare, barns perspektiv, kommunikation, lärandevillkor, diskursiv medvetenhet
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-15362 (URN)10.7577/nbf.1232 (DOI)
External cooperation:
Available from: 2016-04-01 Created: 2016-04-01 Last updated: 2017-11-30Bibliographically approved
Jonsson, A. (Ed.). (2016). Samlingsrapport för forskningscirkel med inriktning Förskola för de yngsta barnen Högskolan Kristianstad HT 15-VT 16. Kristianstad University Press
Open this publication in new window or tab >>Samlingsrapport för forskningscirkel med inriktning Förskola för de yngsta barnen Högskolan Kristianstad HT 15-VT 16
2016 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Kristianstad University Press, 2016
Series
Kristianstad University Press ; 9:2016
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-16196 (URN)9789187973116 (ISBN)
Available from: 2016-10-24 Created: 2016-10-20 Last updated: 2016-10-24
Jonsson, A. (Ed.). (2016). Samlingsrapport för forskningscirkel med inriktning Förskola för de yngsta barnen-språk och kommunikation Högskolan Kristianstad HT 15-VT 16 (8:2016ed.). Kristianstad University Press
Open this publication in new window or tab >>Samlingsrapport för forskningscirkel med inriktning Förskola för de yngsta barnen-språk och kommunikation Högskolan Kristianstad HT 15-VT 16
2016 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Kristianstad University Press, 2016 Edition: 8:2016
Series
Kristianstad University Press
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-16210 (URN)978-91-87973-10-9 (ISBN)
Available from: 2016-10-24 Created: 2016-10-24 Last updated: 2016-10-24
Gustavsson, L., Jonsson, A., Ljung-Djärf, A. & Thulin, S. (2016). Ways of dealing with science learning: a study based on Swedish early childhood education practice. International Journal of Science Education, 38(11), 1867-1881
Open this publication in new window or tab >>Ways of dealing with science learning: a study based on Swedish early childhood education practice
2016 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 38, no 11, p. 1867-1881Article in journal (Refereed) Published
Abstract [en]

The Swedish school system offers curriculum-based early childhood education (ECE) organised as preschool (for 0–5-year-olds) and preschool class (for 6-year-olds). The intention to create a playful and educational environment based on children’s perspectives, interests, and questions is strongly based on historical and cultural traditions. This article develops knowledge of ECE teachers’ approaches to science-learning situations. The study applies a phenomenographic approach. The analysis is based on approximately 9.5 hours of video documentation of teacher-led and child-initiated Swedish ECE science activities. We identified two descriptive categories and four subcategories dealing with science-learning situations: (A) making anything visible, containing the three subcategories (Aa) addressing everyone, (Ab) addressing everything, and (Ac) addressing play and fantasy; and (B) creating a shared space for learning (Ba) addressing common content. These categories are related to how efforts to take advantage of children’s perspectives are interpreted and addressed in educational practice. The article discusses and exemplifies the use of various categories and their potential implications for ECE learning practice.

Keywords
Children’s perspectives, early childhood education, phenomenography, science learning, teachers’ approaches
National Category
Social Sciences
Identifiers
urn:nbn:se:hkr:diva-15759 (URN)10.1080/09500693.2016.1220650 (DOI)000383408800009 ()
Available from: 2016-08-22 Created: 2016-08-22 Last updated: 2017-07-31Bibliographically approved
Thulin, S. & Jonsson, A. (2014). Child perspectives and children's perspectives: a concern for teachers in preschool. In: Lotta Bergman (huvudredaktör), Ingegerd Ericsson, Nanny Hartsmar, Lena Lang, Caroline Ljungberg, Thomas Småberg och Johan Söderman (Ed.), Educare 2014:2: Childhood, Learning and Didactics (pp. 13-37). Malmö: Malmö högskola (2)
Open this publication in new window or tab >>Child perspectives and children's perspectives: a concern for teachers in preschool
2014 (English)In: Educare 2014:2: Childhood, Learning and Didactics / [ed] Lotta Bergman (huvudredaktör), Ingegerd Ericsson, Nanny Hartsmar, Lena Lang, Caroline Ljungberg, Thomas Småberg och Johan Söderman, Malmö: Malmö högskola , 2014, no 2, p. 13-37Chapter in book (Refereed)
Abstract [en]

The aim of this article is to study and problematize the importance of the communicative approach of teachers related to child perspectives and children’s perspectives as well as the meaning for children's learning. The article is based on empirical material from two observational studies of preschool teachers at two Swedish preschools, children aged between 1 and 6. One theoretical basis of this article is that teachers not only ought to observe the understanding children are carriers of. Teachers also have to make use of the understanding in the continuing learning process to be able to support children's learning. Children need to be given the opportunity to be aware of and experience how their own understanding can be linked to new experiences. The results reveal qualitatively distinct communicative approaches with regard to how teachers verbally engage in and make use of what children are occupied with. The discussion relates this to child perspectives combined with children’s perspectives as a didactic basis.

Place, publisher, year, edition, pages
Malmö: Malmö högskola, 2014
Series
Educare, ISSN 1653-1868 ; 2014:2
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-13122 (URN)978-91-7104-495-2 (ISBN)978-91-7104-494-5 (ISBN)
External cooperation:
Available from: 2014-10-17 Created: 2014-10-17 Last updated: 2016-08-31Bibliographically approved
Jonsson, A., Williams, P. & Pramling Samuelsson, I. (2014). Teaching toddlers in preschool. In: : . Paper presented at 24rd EECERA Conference.
Open this publication in new window or tab >>Teaching toddlers in preschool
2014 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-13278 (URN)
External cooperation:
Conference
24rd EECERA Conference
Available from: 2014-12-08 Created: 2014-12-08 Last updated: 2016-08-31Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-6978-7513

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