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  • 51.
    Ljung-Djärf, Agneta
    et al.
    Kristianstad University, School of Education and Environment.
    Tullgren, Charlotte
    Kristianstad University, School of Education and Environment.
    Den goda datorleken2009In: Pedagogiska magasinet, ISSN 0345-0384, no 1, p. 32-35Article in journal (Other academic)
  • 52.
    Ljung-Djärf, Agneta
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Learning Design (LeaD).
    Tullgren, Charlotte
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Doing pre-school: knowledge utilization and discursive patterns during pre-school planning meetings2010In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, no 25, p. 77-86Article in journal (Refereed)
    Abstract [en]

    The aim of this research is to study knowledge utilization and discursive patterns during pre-school planning meetings fronstage. The study is designed as a qualitative case study based on tape recordings of five planning meetings and three video documented activities. Three pre-school teachers and three researchers participated. In the analysis, Foucault’s work on discursive practices is used as theoretical framework. The study highlights knowledge used and cited in the local negotiations. The conclusions are that the knowledge used is based on both professional knowledge related to children's learning and development, and local knowledge of children and their abilities, conditions and personalities. The professional knowledge appears as rather implicit and it is primarily the local knowledge of children and their individual needs and circumstances that is most clearly expressed. Dominant discursive patterns are formulated as the staff make themselves responsible for making the pre-school activity not school-like for the maturing child. On the front stage arena the teachers' tasks primarily appears as a desire to maintain the pre-school content in accordance with pre-school ideology that also controls how they see the children’s learning in pre-school in another perspective than student learning in a school context

  • 53.
    Ljung-Djärf, Agneta
    et al.
    Kristianstad University, School of Education and Environment.
    Tullgren, Charlotte
    Kristianstad University, School of Education and Environment.
    "Dom måste ju leka": om mötet mellan datorn och barns lek i förskolan2009In: Linderoth, Jonas (red), Individ, teknik och lärande, Stockholm: Carlsson , 2009, p. 184-199Chapter in book (Other (popular science, discussion, etc.))
  • 54.
    Ljung-Djärf, Agneta
    et al.
    Kristianstad University, School of Education and Environment.
    Tullgren, Charlotte
    Kristianstad University, School of Education and Environment.
    Lek och lärande i förskolan2011In: Skolan och läraruppdraget: att bli och vara lärare / [ed] Mona Holmqvist, Lund: Studentlitteratur , 2011, p. 27-39Chapter in book (Other academic)
  • 55.
    Ljung-Djärf, Agneta
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Learning Design (LeaD).
    Wennås Brante, Eva
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Learning Design (LeaD).
    "A Giant Pedagogical roll": conclusions from three learning studies conducted in Swedish preschool. Paper presenterat vid The world organization for early childhood education (OMEP) 29th världskonferens, Shanghai2013Conference paper (Refereed)
  • 56.
    Ljung-Djärf, Agneta
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Learning Design (LeaD).
    Wennås Brante, Eva
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Learning Design (LeaD).
    Focus on play or the object of learning, or both at the same time?: examples from three Learning Studies conducted in Swedish pre-school context2012In: Abstracts book, 2012, p. 20-Conference paper (Other academic)
    Abstract [en]

    The Swedish school system offers a curriculum based early childhood education for children aged one to five, and a pre-school class for children aged six. Activities have by tradition been based on play and having fun, thus avoiding structured activities with formal learning objectives. Due to indications that the Swedish pre-school failed to use its resources to stimulate children's learning, the revised curriculum for preschool now contains discernible learning objectives. The aim of the paper is to discuss and exemplify the process of pre-school teachers changed focus during three learning study processes conducted in Swedish pre-school. In total, 13 pre-school teachers working with 95 children aged from two to six and 4 researchers participated. The object of learning in each study were: 1. Geometry (2-3 year-olds), 2. Organic decomposition (4-5 year-olds) and, 3. Twice as (6 year-olds). The empirical material consists of 285 pre-, post-, and delayed post- test interviews with the children, nine planning meetings and nine teaching activities. The result shows that the three learning study processes revealed complications not anticipated when play was used as an, more or less, axiomatic way of framing the teaching activities. During the learning study processes the pre-school teachers awareness of and chosen focus in the teaching activities changed. At the same time a changed focus also could be noticed among the participating children thus making an enhanced learning possible.

  • 57.
    Ljung-Djärf, Agneta
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Learning Design (LeaD).
    Wennås Brante, Eva
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Learning Design (LeaD).
    Holmqvist Olander, Mona
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Learning Design (LeaD).
    "A gigantic pedagogical leap": the process of shifts during three learning study projects in Swedish early childhood education2014In: Journal of Education and Training Studies, ISSN 2324-805X, Vol. 2, no 1, p. 19-30Article in journal (Refereed)
    Abstract [en]

    Swedish early childhood education (ECE) offers a curriculum-based preschool for children aged one to five, and a preschool class for children aged six years. Activities in these programs have traditionally been based on play and having fun, avoiding structured activities with formal learning objectives. Due to indications that Swedish ECE has failed to use its resources to stimulate children’s learning, the revised ECE curriculum now contains discernible learning objectives. This study analyses the process by which preschool teachers shifted their emphasis when participating in an learning study based on three projects conducted in Swedish ECE practice. In total, 14 preschool teachers, 95 children (2–6-year-olds), and five researchers participated. The objects of learning were: (1) 3D geometrical forms (2–3-year-olds), (2) organic decomposition (4–5-year-olds), and (3) the concept ‘twice as" (6-year-olds). The empirical material comprises 278 pre-, post-, and delayed post-tests, twelve planning meetings, and nine teaching activities. The results indicate that, during the projects, the initial focus on mere play expanded to include a focus on the object of learning. Three modes of change were discerned in how (1) the activities were framed, (2) the learning was perceived, and (3) the learning activities were conducted.

  • 58.
    Ljung-Djärf, Agneta
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning Design (LeaD).
    Åberg-Bengtsson, Lisbeth
    Department of Eucation, Göteborg University.
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Ways of relating to computer use in pre-school activity2005In: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 13, no 1, p. 29-41Article in journal (Refereed)
    Abstract [en]

    In the present study, three different pre-school settings were investigated. The dual aim of the study was to analyse the teachers’ ways of relating to the computer as a tool in pre-school activity, and to describe the three learning environments focusing upon how the computer was used. Data were collected at three Swedish pre-schools, where one computer was available in each department. Three ways of relating to computer use were identified: as a threat to other activities, as an available option, and as an essential activity. A relationship was found between these categories and the three learning environments, characterized respectively as protective, supporting, and guiding.

  • 59.
    Ljung-Djärf, Agneta
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning Design (LeaD). Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Åberg-Bengtsson, Lisbeth
    University of Borås.
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Beach, Dennis
    University of Gothenburg.
    Making sense of iconic symbols: a study of preschool children conducting a refuse-sorting task2015In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 21, no 2, p. 256-274Article in journal (Refereed)
    Abstract [en]

    This article is part of a larger project focusing upon explanatory illustrations that children encounter in pre- and primary school education. The research questions concerned (a) how preschool children make sense of iconic symbols when placing items of refuse on illustrations of refuse bins in a sorting task and (b) what stumbling blocks they encounter when interpreting these symbols. Video data were collected with 30 children between four and five?years of age. From the children?s verbal and non-verbal interactions, four different categories of sense-making were constructed: by material, by object type, by appearance and by function. Three stumbling blocks were identified. The first had to do with giving the symbols a different logical meaning to the intended one; the second related to what materials the different refuse items were made of; the third was being able to stick to one correct way of interpreting each symbol.

  • 60.
    Thulin, Susanne
    et al.
    Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Ljung Djärf, Agneta
    Kristianstad University, Research environment Learning Design (LeaD). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Mårdsjö Olsson, Ann-Charlotte
    Göteborgs Universitet.
    Förskolans uppdrag2013In: Learning Study i förskolan / [ed] Mona Holmqvist Olander, Lund: Studentlitteratur , 2013, 1Chapter in book (Other academic)
  • 61. Westman, A.-K.
    et al.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning Design (LeaD). Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Åberg-Bengtsson, L.
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Beach, D.
    Animationer och illustrationer i datorbaserade läromedel med ett naturvetenskapligt innehåll: studier bland femteklassare och förskoleelever2014Conference paper (Other academic)
  • 62. Åberg Bengtsson, L.
    et al.
    Beach, D.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment.
    von Zeipel, H.
    llustrations making meaning?: young pupils encountering explanatory pictures and models in science and maths education. Paperpresentation vid ISCAR (International Society for Cultural and Activity Research) konferensen i Rom, 5-10 september2011Conference paper (Other academic)
  • 63. Åberg-Bengtsson, L.
    et al.
    Karlsson, K. G.
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning Design (LeaD). Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Beach, D.
    "Kan det vara fullmåne när det är dag?": om yngre elevers tolkningar av illustrationer i ett enkelt fakta- och lästräningsmaterial2014Conference paper (Other academic)
  • 64.
    Åberg-Bengtsson, Lisbeth
    et al.
    University of Borås.
    Beach, Dennis
    University of Borås.
    Ljung-Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Vice-chancellor's office, Ledningskansliet.
    Young primary students making sense of text and illustrations about how refuse can become soil2017In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 23, no 8, p. 1150-1168Article in journal (Refereed)
    Abstract [en]

    Explanatory pictures and models are frequently used in teaching and learning situations. However, it seems to be simply assumed that they are always beneficial. In this article results from an investigation with 16 Swedish pupils aged 7–9 year are presented based on an analysis that has examined how well this assumption holds up. Concepts from multi-modal theory have been used to investigate how young learners deal with illustrations and text from an early reader booklet about composting domestic refuse. The analysis suggests that expectations that illustrations facilitate the meaning-making of young pupils may be exaggerated. Although the booklet claimed to provide interactive support between image and text most of the examples show pupils ignoring pictures or misinterpreting vital information about composting in both the verbal and non-verbal material. The illustrations did not compensate for the most crucial deficiencies in the written text.

12 51 - 64 of 64
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