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  • 1.
    Ekstrand, Britten
    et al.
    Kristianstad University, School of Education and Environment. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Hjort, Marie-Louise
    Kristianstad University, School of Education and Environment. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Lindahl, Ingrid
    Kristianstad University, School of Education and Environment. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Early education research: a question of the relationship to the school according to educational journals in Sweden. Paper presented at NERA's 35th Congress, Turkku2007Conference paper (Refereed)
  • 2.
    Lindahl, Ingrid
    Kristianstad University, Department of Behavioural Sciences.
    Att lära i mötet mellan estetik och rationalitet: pedagogers vägledning och barns problemlösning genom bild och form2002Doctoral thesis, monograph (Other academic)
  • 3.
    Lindahl, Ingrid
    University of Malmö.
    Children's philosophical exploration concerning ethical issues. Paper presented at CICE; Childrens´s Identity & Citizenship in Europe. Malmö University, School of Teacher Education, May 20092009In: Human rights and citizenship education: proceedings of the eleventh Conference of the Children’s Identity and Citizenship in Europe Academic Network / [ed] Cunningham,Peter, London: Children’s Identity and Citizenship in Europe , 2009, p. 229-236Conference paper (Refereed)
    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. The acts of the educator characterized by a sensitive ear, tolerance and a critical mind is named “situational sensibility”.

  • 4.
    Lindahl, Ingrid
    Kristianstad University, Department of Behavioural Sciences.
    Children´s problemsolving through art and form. Paper presented at EECERA (European Early Childhood Education Association) Conference, Eleventh European Conference om Quality of Early Childhood Education. 29th  August – 1st September2001Conference paper (Refereed)
  • 5.
    Lindahl, Ingrid
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Constructing choreography — a transdisciplinary challenge: children’s constructing the choreography of the “Dance of the dinosaurs”2015In: US-China Education Review. A, ISSN 2161-623X, Vol. 5, no 1, p. 1-14Article in journal (Refereed)
    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.

  • 6.
    Lindahl, Ingrid
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Dancing Dinosaurs: an Infinite Adventure2013Conference 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.

  • 7.
    Lindahl, Ingrid
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Diversity: enrichment in children’s dealing with ethical issues2013In: Journal of Modern Education Review, ISSN 2155-7993, Vol. 3, no 12, p. 899-908Article in journal (Refereed)
    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”

    .

  • 8.
    Lindahl, Ingrid
    Kristianstad University, School of Teacher Education.
    "Doing democracy": combining scientific and philosophical explorations in early childhood education. Paper presented at CICE: Children´s Identity & Citizenship in Europe Malmö University, School of Teacher Education 4th-5th October2007Conference paper (Refereed)
  • 9.
    Lindahl, Ingrid
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Encountering without measuring the creative and competent child in preschool. Paper presented at OMEP conference, 6-8 May, Nicosia2012Conference paper (Other academic)
  • 10.
    Lindahl, Ingrid
    Lärarhögskolan, Malmö.
    Från andligt skapande till färdighetsträning: en studie av bild och form i ett förskolehistoriskt perspektiv1998Report (Other academic)
  • 11.
    Lindahl, Ingrid
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Förord till den svenska upplagan2012In: 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.))
  • 12.
    Lindahl, Ingrid
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Inte lika utan olika - men likvärdiga2013In: Specialpedagogisk tidskrift, ISSN 2000-429X, no 4, p. 19-20Article in journal (Other academic)
  • 13.
    Lindahl, Ingrid
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Interacting with the child in pre-school: a crossroad in early childhood education2015In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 23, no 1, p. 55-68Article in journal (Refereed)
    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.

  • 14.
    Lindahl, Ingrid
    Kristianstad University, School of Education and Environment.
    Introduktion till den svenska upplagan2011In: Svenning, Bente, Vad berättas om mig?: barns rättigheter och möjligherter till inflytande i förskolans dokumentation, Lund: Studentlitteratur , 2011, p. 7-11Chapter in book (Other academic)
  • 15. Lindahl, Ingrid
    Lyssna på barnen: barns livsvillkor och fritidshemmets funktion1989Report (Other academic)
  • 16. Lindahl, Ingrid
    På lika villkor?: om fritidshemmens övergång till skolan1992Report (Other academic)
  • 17. Lindahl, Ingrid
    Rapport från projektet Skapande år i förskolan: Beijers Parks förskola1985Report (Other academic)
  • 18.
    Lindahl, Ingrid
    Kristianstad University, School of Teacher Education.
    Sharing values and doing democracy: children, educators, companies in collaboration for sustainable development - a narrative study. Paper presented at CICE: Children´s Identity & Citizenship in Europe Barcelona, School of Teacher Education 20th 23th May2010Conference paper (Refereed)
  • 19. Lindahl, Ingrid
    Struktur men hur?: undersökande arbetssätt i större barngrupper - en läroprocess1995Report (Other academic)
  • 20.
    Lindahl, Ingrid
    Kristianstad University, School of Teacher Education.
    Vi sätter undrandet i fokus2011In: FörskoleforumArticle in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Barn undrar över saker i sin omvärld, vill förstå och bilda sig en egen uppfattning. Hur skapar vi en välkomnande miljö för dessa funderingar? Hur tar vi vara på barnens frågor och teorier, och hur utmanar vi dem att utveckla sina resonemang?

  • 21.
    Lindahl, Ingrid
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Wanting to achieve something together with others — a narrative study2015In: US-China Education Review. B, ISSN 2161-6248, Vol. 5, no 1, p. 51-57Article in journal (Refereed)
    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.

  • 22.
    Lindahl, Ingrid
    Kristianstad University, Department of Behavioural Sciences.
    "We will surely make it work": teachers planning in preschool classes. Paper presented at the 11 European Early Childhood Education Research Association, (EECERA) Iceland, August 31th to September 3rd2006Conference paper (Refereed)
  • 23.
    Lindahl, Ingrid
    Kristianstad University, School of Teacher Education.
    Wondering together: children's philosophizing upon ethical issues. Paper presented at EECERA (European Early Childhood Education Association) Conference, Birmingham 6th-8th September2010Conference paper (Refereed)
  • 24. Lindahl, Ingrid
    et al.
    Hansson, P.
    Persson, J.-Å.
    Persson, G.
    Utvärdering av projektet Barnens kulturhus1986Report (Other academic)
  • 25.
    Lindahl, Ingrid
    et al.
    Kristianstad University, School of Teacher Education.
    Hjort, Marie-Louise
    Kristianstad University, School of Teacher Education.
    Förord till den svenska upplagan2010In: Vygotskij och de små och yngre barnens lärande / [ed] Smidt, Sandra, Lund: Studentlitteratur , 2010, p. 9-14Chapter in book (Other academic)
  • 26.
    Lindahl, Ingrid
    et al.
    Kristianstad University, Department of Behavioural Sciences.
    Hohr, Hansjörg
    Learning through combining aesthetics and rationality. Teacher guidance and children's problem-solving through art and form. Paper presented at NFPF's 31.kongres Danmarks Paedagogiske Universitet Köpenhavn. 6th-9th marts2003Conference paper (Refereed)
    Abstract [en]

    The aim of this study is to describe and interpret discussions between teachers and children, in which the children are expected to solve problems through the use of art and form. One result is the identification of three ideal types of conversations, which I have named creative, reproductive and instrumental conversation. The cultural historical theory has been used as an analytical tool. That which I have chosen to call as the aesthetic position and the social position can explain different things because they focus on different aspects in the cultural-historical theory and refer to different social practices and discourses for learning.

  • 27. Lindahl, Ingrid
    et al.
    Lagerholm, K.
    Teknik i förskolan: Centrumdistriktet1987Report (Other academic)
  • 28. Lindahl, Ingrid
    et al.
    Månsson, A.
    Förskolan i Frankrike: rapport från studieresa i Paris1987Report (Other academic)
  • 29. Nilsson, Anette
    et al.
    Wahlgren, Sofie
    Lindahl, Ingrid
    Kristianstad University, School of Education and Environment.
    Att undra tillsammans2011In: FörskoleforumArticle in journal (Other academic)
    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.

  • 30. Nilsson, Anette
    et al.
    Wahlgren, Sofie
    Lindahl, Ingrid
    Kristianstad University, School of Teacher Education.
    Filosofins förunderliga värld2010In: Modern barndom, ISSN 1400-0733, no 1, p. 21-23Article in journal (Other academic)
  • 31. Wahlgren, S.
    et al.
    Lindahl, Ingrid
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Dinosauriers dans - ett matematikprojekt2013In: Modern barndom, ISSN 1400-0733, no 1, p. 26-29Article in journal (Other academic)
1 - 31 of 31
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