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Lindahl, Ingrid
Publications (10 of 31) Show all publications
Lindahl, I. (2015). Constructing choreography — a transdisciplinary challenge: children’s constructing the choreography of the “Dance of the dinosaurs”. US-China Education Review. A, 5(1), 1-14
Open this publication in new window or tab >>Constructing choreography — a transdisciplinary challenge: children’s constructing the choreography of the “Dance of the dinosaurs”
2015 (English)In: US-China Education Review. A, ISSN 2161-623X, Vol. 5, no 1, p. 1-14Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to contribute to the understanding of the transdisciplinary exploration of children in constructing the choreography of the “Dance of the Dinosaurs”, with mathematics being one of the disciplines used. Central questions explored were: 1. What form did the children’s transdisciplinary exploration take? 2. What could be learned about the mathematical understanding of the children? and 3. What problems emerged during the process and how did the children respond to these? The study is an example of dialogical research, providing a bridge between post-modern and modern theories and approaches. Deconstructive dialogue, imagination, and rhizomatic thinking are central concepts in the theoretical framework. The empirical material consists of six-hour video-taped material. The study found that the children explored and identified new problems, which they then critically reflected and called in question. Time, space, shape, size, numbers, and patterns emerged in their mathematical work. The children cooperated with each other during the problem-solving process and looked for further challenges.

Keywords
transdisciplinary exploration, mathematical work, cooperation
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-13482 (URN)10.17265/2161-623X/2015.01.001 (DOI)
Available from: 2015-02-03 Created: 2015-02-03 Last updated: 2017-12-05Bibliographically approved
Lindahl, I. (2015). Interacting with the child in pre-school: a crossroad in early childhood education. European Early Childhood Education Research Journal, 23(1), 55-68
Open this publication in new window or tab >>Interacting with the child in pre-school: a crossroad in early childhood education
2015 (English)In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 23, no 1, p. 55-68Article in journal (Refereed) Published
Abstract [en]

How can preschool teachers approach multiplicity and complexity in the preschool? The aim of this article is to discuss two approaches to education, one based on design and the other on open reflection, and to propose ‘situational sensitivity’ as a concept connected within the latter approach. Special attention is paid to the ethical encounter with the child. The first approach is characterised by learning study, didactic analysis, advocate planning, and educational designs, and is guided by a logic which reduces multiplicity. The second approach to education, exemplified here in the ‘Wondering Together’ project, stresses a more open, reflective attitude that welcomes multiplicity. I argue that situational sensitivity is an expression of that open, welcoming logic. Situational sensitivity supports the concept of bildung, the development of the whole person, by educating towards the knowledge necessary for understanding the world and by honouring the child's experience and perspective.

Keywords
preschool, interaction, educational approach, situational sensitivity
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-11135 (URN)10.1080/1350293X.2014.991095 (DOI)000349684200005 ()
Available from: 2013-09-24 Created: 2013-09-24 Last updated: 2017-12-06Bibliographically approved
Lindahl, I. (2015). Wanting to achieve something together with others — a narrative study. US-China Education Review. B, 5(1), 51-57
Open this publication in new window or tab >>Wanting to achieve something together with others — a narrative study
2015 (English)In: US-China Education Review. B, ISSN 2161-6248, Vol. 5, no 1, p. 51-57Article in journal (Refereed) Published
Abstract [en]

This study is about two educators (tutors) who are responsible for management and development in a preschool and their accounts in connection with the project “Metamorphosis: Children, Educators, Companies, and Local Municipality in Collaboration for a Sustainable Development”. The project is based on a philosophy concerning children, citizenship, and the preschool as a place of sharing values and doing democracy, which posits that cooperation within a local municipality could be a way to contribute towards sustainable development. Surplus materials from companies are being put to use, and work done in co-operative efforts among participants of varying ages is seen as a part of “lifelong learning”. The objective of this study is to highlight the meaning and importance of “conveying of identity” the educators place on themselves in their work as tutors in doing democracy. Ultimately, the study is expected to contribute to the knowledge of the tutorial work of educators in connection with this project. It is a narrative study, taking a social constructional perspective, based on the principle that meaning and significance are created through linguistic communication in a certain cultural and historical context. The empirical material consists of the two educators’ own “reflecting diaries” and interviews focusing on the significance the pedagogues put on themselves in this context. Data collection was carried out over the course of one year. The preliminary result of the study is a meta-story titled “Wanting to Achieve Something Together With Others”, which relates Sara’s accounts, and “Cooperation and I” based on Annika’s story. The educators’ shared philosophy concerning children, citizenship, and doing democracy seems to play an important part in their reflections and in the significance they attribute to themselves.

Keywords
citizenship, lifelong learning, tutor, doing democracy
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-13483 (URN)10.17265/2161-6248/2015.01.006 (DOI)
Available from: 2015-02-03 Created: 2015-02-03 Last updated: 2017-12-05Bibliographically approved
Lindahl, I. (2013). Dancing Dinosaurs: an Infinite Adventure. In: : . Paper presented at 23rd EECERA Conference: value, culture and contexts, Tallin, 28th – 30th august 2013.
Open this publication in new window or tab >>Dancing Dinosaurs: an Infinite Adventure
2013 (English)Conference paper, Published paper (Other academic)
Abstract [en]

Research aims: The aim of this study is to describe and interpret the trans-disciplinary exploration of children, in constructing the choreography of the “Dance of the dinosaurs” where mathematics is one of the disciplines used. . The central question is: In what way does children´s trans-disciplinary exploration emerge? Other questions are: What could be learned about the mathematical understanding of children through their applications? What problems emerge during the process and how are the children acting?

Relationship to previous research works: The study is a part of a larger pedagogical development project in preschool class and primary school, initiated by the Swedish Reggio Emilia institute.

Theoretical and conceptual framework: Deconstructive dialogues, fantasy and rhizome constitute central conceptions in the theoretical framework.

Paradigm, methodology and methods: Methodologically, the study is an example of dialogical research, enabling a bridge between post-modern and modern theories and approaches. The children attend an F-1 form. Their interest in dinosaurs resulted in a dance project, including a few groups of children. The empirical material consists of a total of six hours of video-tape, completed by diary-notes. By posing question to the empirical data, patterns of actions is emerged which interprets according to the theoretical framework.

Ethical considerations: The study adheres to the ethical guidelines of the Scientific Council regarding research, where the participation and approval of children are seen as fundamental.

Main finding or discussion: Some findings: Time, space, pattern, size, number emerge in the mathematical work of children, children cooperates and aims for more.

Implications, practice or policy: The study illustrates a trans-disciplinary exploration where children explore and identifies new problems, reflects critically and calls in question.

Keywords
trans-disciplinary exploration, problems, choreography, mathematics, cooperation
National Category
Learning
Identifiers
urn:nbn:se:hkr:diva-11869 (URN)
Conference
23rd EECERA Conference: value, culture and contexts, Tallin, 28th – 30th august 2013
Available from: 2014-03-20 Created: 2014-03-20 Last updated: 2014-03-24Bibliographically approved
Wahlgren, S. & Lindahl, I. (2013). Dinosauriers dans - ett matematikprojekt. Modern barndom (1), 26-29
Open this publication in new window or tab >>Dinosauriers dans - ett matematikprojekt
2013 (Swedish)In: Modern barndom, ISSN 1400-0733, no 1, p. 26-29Article in journal (Other academic) Published
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-10133 (URN)
Available from: 2013-02-04 Created: 2013-02-04 Last updated: 2013-05-03Bibliographically approved
Lindahl, I. (2013). Diversity: enrichment in children’s dealing with ethical issues. Journal of Modern Education Review, 3(12), 899-908
Open this publication in new window or tab >>Diversity: enrichment in children’s dealing with ethical issues
2013 (English)In: Journal of Modern Education Review, ISSN 2155-7993, Vol. 3, no 12, p. 899-908Article in journal (Refereed) Published
Abstract [en]

Who will decide, those who are younger or older? Should one always tell the truth? How do people come to an agreement? These questions are the object of preschool children’s philosophical explorations in this study. The aim of the study is to describe and interpret what takes place in dialogues among children and between children and educators in dealing with these ethical issues. A post-modern perspective forms the basis of this study. Everything can be considered from other angles, and something new and unexpected might occur. The child is seen as a competent citizen in the sense of being expert on his or her own life, and having opinions that are worth listening to. The study indicates that it is important that the question being considered is one that matters to the children, and that children listen to the Other’s meaning in a mutual process of deconstruction. Diversity in thoughts and ideas become enrichment in children’s dealing with ethical issues. The acts of the educator characterized by a sensitive ear, tolerance and a critical mind are named “situational sensibility”

.

Keywords
diversity, ethical issues, philosophy with children
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-11823 (URN)
Available from: 2014-03-06 Created: 2014-03-06 Last updated: 2014-03-06Bibliographically approved
Lindahl, I. (2013). Inte lika utan olika - men likvärdiga. Specialpedagogisk tidskrift (4), 19-20
Open this publication in new window or tab >>Inte lika utan olika - men likvärdiga
2013 (Swedish)In: Specialpedagogisk tidskrift, ISSN 2000-429X, no 4, p. 19-20Article in journal (Other academic) Published
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hkr:diva-11460 (URN)
Available from: 2013-12-18 Created: 2013-12-18 Last updated: 2013-12-18Bibliographically approved
Lindahl, I. (2012). Encountering without measuring the creative and competent child in preschool. Paper presented at OMEP conference, 6-8 May, Nicosia. Paper presented at OMEP.
Open this publication in new window or tab >>Encountering without measuring the creative and competent child in preschool. Paper presented at OMEP conference, 6-8 May, Nicosia
2012 (English)Conference paper, Published paper (Other academic)
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-10089 (URN)
Conference
OMEP
Available from: 2013-01-25 Created: 2013-01-25 Last updated: 2013-02-07Bibliographically approved
Lindahl, I. (2012). Förord till den svenska upplagan. In: Osnes, Heid, Skaug, Hilde Nancy, Eid Kaarby, Karen Marie: Kropp, rörelse och hälsa i förskolan (pp. 7-8). Lund: Studentlitteratur
Open this publication in new window or tab >>Förord till den svenska upplagan
2012 (Swedish)In: Osnes, Heid, Skaug, Hilde Nancy, Eid Kaarby, Karen Marie: Kropp, rörelse och hälsa i förskolan, Lund: Studentlitteratur, 2012, p. 7-8Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2012
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-10090 (URN)978-91-44-07517-4 (ISBN)
Available from: 2013-01-25 Created: 2013-01-25 Last updated: 2013-02-07Bibliographically approved
Nilsson, A., Wahlgren, S. & Lindahl, I. (2011). Att undra tillsammans. Förskoleforum
Open this publication in new window or tab >>Att undra tillsammans
2011 (Swedish)In: FörskoleforumArticle in journal (Other academic) Published
Abstract [sv]

I en miljö där det finns tid att reflektera tillsammans och upptäcka olika perspektiv vågar man också stå för det man tycker. Det gemensamma undrandet ger tilltro till de egna tankarna och förståelse för andras sätt att tänka.

National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-8379 (URN)
Available from: 2011-07-08 Created: 2011-07-08 Last updated: 2011-08-17Bibliographically approved
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