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Månsson, Annika
Publications (10 of 24) Show all publications
Månsson, A. & Rubinstein Reich, L. (Eds.). (2014). Barns villkor i cirkelform: forskningscirkel om barndom, lärande, ämnesdidaktik. Malmö högskola, Fakulteten för lärande och samhälle
Open this publication in new window or tab >>Barns villkor i cirkelform: forskningscirkel om barndom, lärande, ämnesdidaktik
2014 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Malmö högskola, Fakulteten för lärande och samhälle, 2014. p. 82
Series
Rapporter om utbildning, ISSN 1101-7643 ; 2
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-8270 (URN)17660 (Local ID)978-91-7104-449-5 (ISBN)17660 (Archive number)17660 (OAI)
Note

Report, editor

Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-06-27Bibliographically approved
Månsson, A. & Rubinstein Reich, L. (2014). Democracy in research circles to enable new perspectives on early childhood education and didactics (ed.). Educare, 10(2), 39-61
Open this publication in new window or tab >>Democracy in research circles to enable new perspectives on early childhood education and didactics
2014 (English)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, Vol. 10, no 2, p. 39-61Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to examine aspects of democracy derived from partici-pation in so-called research circles, and to discuss participatory and democratic ideas arising in those circles as they relate to perspectives on early childhood education. This paper draws its argument mainly from material recorded from two research circles — one on Gender and the other on New subject didactic challenges in preschool. The analysis was based on the separate data from the two research circles and on a comparison between them. It is a theoretically governed approach based on Klafki’s critical constructive didactics and Biesta’s critical discussion on education and democracy in relation to the rise of neolib-eralism. Larsson’s three aspects of democracy in relation to study circles have been used: equal participation, horizontal relations and knowledge that inform standpoints. The diversity between the circles resulted in variations concerning form and content that could be discussed as related to democracy aspects.

Place, publisher, year, edition, pages
Malmö högskola, Lärande och Samhälle, 2014
Keywords
critical didactics, democracy, early childhood education, preschool, research circle
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-2971 (URN)10.24834/educare.2014.2.1152 (DOI)18239 (Local ID)18239 (Archive number)18239 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2023-11-29Bibliographically approved
Månsson, A. (2011). Becoming a preschool child: Subjectification in toddlers during their introduction to preschool, from a gender perspective (ed.). International Journal of Early Childhood, 43(1), 7-22
Open this publication in new window or tab >>Becoming a preschool child: Subjectification in toddlers during their introduction to preschool, from a gender perspective
2011 (English)In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 43, no 1, p. 7-22Article in journal (Refereed)
Abstract [en]

Abstract The aim of this paper is to contribute to the knowledge of children’s introduction to pre-school as social practice with a focus on subjectification from a gender perspective. This introductory process is given great importance in the Swedish pre-school. This paper is based on a study carried out in one strategically chosen preschool infant group. The study addresses the question of which possible subject positions can be adopted by children during their period of introduction to preschool, their first institutional experience. The focus is on the interaction between teachers and children and between children and social practice. One of the analytical tools used is the concept ”positioning”. The analysis indicates gendered positions for the child as both in need of care and competent. Key words Gender, positioning, preschool, toddlers.

Place, publisher, year, edition, pages
Springer Science Press, 2011
Keywords
gender, positioning, preschool, toddlers
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-3750 (URN)10.1007/s13158-010-0022-6 (DOI)2-s2.0-79953295589 (Scopus ID)11916 (Local ID)11916 (Archive number)11916 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2024-02-05Bibliographically approved
Vallberg Roth, A.-C. & Månsson, A. (2011). Individual development plans from a critical didactic perspective: focusing on Montessori- and Reggio Emilia-profiled preschools in Sweden (ed.). Journal of Early Childhood Research, 9(3), 247-261
Open this publication in new window or tab >>Individual development plans from a critical didactic perspective: focusing on Montessori- and Reggio Emilia-profiled preschools in Sweden
2011 (English)In: Journal of Early Childhood Research, ISSN 1476-718X, E-ISSN 1741-2927, Vol. 9, no 3, p. 247-261Article in journal (Refereed) Published
Abstract [en]

Individual development plans, which are sometimes designed as ”agreements - contracts”, can be considered the most rigid type of regulation on the individual level in the history of preschool in Sweden. Today we speak about a deregulated school. This regulation seems to have changed its character, gradually drifting from school regulation to individual and self regulation. The study aims to map and discuss the variation of content and positions for children in the documentation from all preschools in a municipality in the south of Sweden. Documentation and individual development plans (IDP) are studied from preschools with different pedagogical profiles. Materials from Montessori - and Reggio Emilia inspired preschools are focused. A critical didactic perspective refers to a discussion and critical scrutiny of the structure of contents, assessment and position off children in different types of documentation. The perspective leads to questions like: How is content constructed, and what governs the choice of content in IDPs and documentation at the institutional and individual levels? How is content related to pedagogical profile? What identities and positions are formulated for children in relation to various contents and profiles? The empiric in the study was gathered 2008 and comprises text in the form of governing documents on different levels: as municipal guidelines, profile descriptions on the municipality's websites and IDP forms. Tentative results show a variation with both similar and diverse constructions of contents and positions related to pedagogical profiles.

Place, publisher, year, edition, pages
Sage Publications, 2011
Keywords
Children, Critical Didactics, Individual Development Plans, Montessori, Preschool, Profile, Reggio Emilia
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-2897 (URN)10.1177/1476718X10389148 (DOI)000439830000006 ()2-s2.0-80053994996 (Scopus ID)12958 (Local ID)12958 (Archive number)12958 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2024-02-05Bibliographically approved
Månsson, A. (2010). Becoming a preschool child - Subjectification in toddlers during their introduction to preschool in a gender perspective (ed.). In: (Ed.), (Ed.), Abstracts;330: . Paper presented at World Congress OMEP, Gothenburg, Sweden (2010). , Article ID 44.
Open this publication in new window or tab >>Becoming a preschool child - Subjectification in toddlers during their introduction to preschool in a gender perspective
2010 (English)In: Abstracts;330, 2010, article id 44Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

The aim of this presentation is to discuss and problematize children’s introduction to the pre-school as social practice with a focus on subjectification in a gender perspective. This introductory process is to be of great importance in the Swedish preschool. This paper is based on a study carried out in one strategically chosen preschool infant group. The study addresses the question of which possible subject positions can be adopted by children during their introduction period to the preschool, their first institutional practice. What possibilities are offered and what limitations imposed as part of the pedagogical practice? The focus is on the interaction between the teachers and the children and between the children and the social practice. One of the analytical tools used is the concept “positioning”. In my observations I observed gendered positions for the child as both in need of care and competent. Key words: Childhood, childhood care, subjectification, gender, positioning, toddlers.

Keywords
childhood, childhood care, subjectification, gender, positioning, toddlers
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-11328 (URN)11380 (Local ID)11380 (Archive number)11380 (OAI)
Conference
World Congress OMEP, Gothenburg, Sweden (2010)
Available from: 2020-02-29 Created: 2020-02-29 Last updated: 2022-06-27Bibliographically approved
Vallberg, A.-C. & Månsson, A. (2010). Dokumentation och bedömning i förskolan (ed.). In: Bim Riddersporre, Sven Persson (Ed.), Bim Riddersporre, Sven Persson (Ed.), Utbildningsvetenskap för förskolan: (pp. 229-249). : Natur & Kultur
Open this publication in new window or tab >>Dokumentation och bedömning i förskolan
2010 (Swedish)In: Utbildningsvetenskap för förskolan / [ed] Bim Riddersporre, Sven Persson, Natur & Kultur , 2010, p. 229-249Chapter in book (Other academic)
Place, publisher, year, edition, pages
Natur & Kultur, 2010
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-9687 (URN)13117 (Local ID)978-91-27-12111-9 (ISBN)13117 (Archive number)13117 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-06-27Bibliographically approved
Månsson, A. (2010). Genuspositioner i förskolan - barns möjligheter och begränsningar (ed.). In: Jonas Qvarsebo, Ingegerd Tallberg Broman (Ed.), Jonas Qvarsebo, Ingegerd Tallberg Broman (Ed.), Från storslagna visioner till professionell bedömning - Om barndom, utbildning och styrning: (pp. 148-160). : Malmö högskola, Lärarutbildningen
Open this publication in new window or tab >>Genuspositioner i förskolan - barns möjligheter och begränsningar
2010 (Swedish)In: Från storslagna visioner till professionell bedömning - Om barndom, utbildning och styrning / [ed] Jonas Qvarsebo, Ingegerd Tallberg Broman, Malmö högskola, Lärarutbildningen , 2010, p. 148-160Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö högskola, Lärarutbildningen, 2010
Series
Rapporter om utbildning, ISSN 1101-7643 ; 2
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-8502 (URN)11427 (Local ID)11427 (Archive number)11427 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2020-06-02Bibliographically approved
Vallberg Roth, A.-C. & Månsson, A. (2010). Individuella utvecklingsplaner i Montessori- och Reggio Emiliaprofilerade förskolor.. In: Sven Persson (Ed.), Sven Persson (Ed.), Barndom, lärande och ämnesdidaktik - Exempel från en forskningsmiljö vid Lärarutbildningen: (pp. 53-70). Malmö högskola
Open this publication in new window or tab >>Individuella utvecklingsplaner i Montessori- och Reggio Emiliaprofilerade förskolor.
2010 (Swedish)In: Barndom, lärande och ämnesdidaktik - Exempel från en forskningsmiljö vid Lärarutbildningen / [ed] Sven Persson, Malmö högskola, 2010, p. 53-70Chapter in book (Other academic)
Abstract [sv]

Vad har en förändrad barndom för betydelse för yngre barns lärande och utbildning? Denna rapport försöker förstå och förklara denna betydelse med hjälp av forskare från forskningsfältet Barndom, lärande och ämnesdidaktik på Lärarutbildningen på Malmö högskola. I rapporten tas begreppen barndom, lärande och ämnesdidaktik upp som sammanflätade och ömsesidigt relaterade till varandra. I fem olika artiklar presenteras: Förskolans ledarskap i en nystartad förskola ; Hur dokumentation och bedömning i förskolor med olika pedagogiska inriktningar kan se ut ; En översikt över historiedidaktisk forskning med inriktning mot yngre barn ; Svenskämnesundervisningens innehåll i skolans tidigare år ; En kartläggning av forskning om de yngre barnen i det idrottsvetenskapliga intresseområdet

Place, publisher, year, edition, pages
Malmö högskola, 2010
Series
Rapporter om utbildning, ISSN 1101-7643
Keywords
Individuella utvecklingsplaner, profiler
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-8514 (URN)10515 (Local ID)10515 (Archive number)10515 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-06-27Bibliographically approved
Vallberg Roth, A.-C. & Månsson, A. (2009). Regulated childhood: equivalence with variation (ed.). Early years, 29(2), 177-190
Open this publication in new window or tab >>Regulated childhood: equivalence with variation
2009 (English)In: Early years, ISSN 0957-5146, E-ISSN 1472-4421, Vol. 29, no 2, p. 177-190Article in journal (Refereed)
Abstract [en]

The overriding aim of this article is to make a contribution to the discussion about individual development plans (IDPs) in Sweden as an expression of a regulated childhood and institutional practice. Individual development plans are seen as a phenomenon linked to the emergence of an auditing society. In sum, children are studied as subjects in relation to content, form and assessment in the individual development plans. The IDP material was collected in October 2006 in three urban municipalities and one rural municipality in southern Sweden. The three urban municipalities comprised municipal areas that were ethnically relatively homogeneous and heterogeneous, respectively. The material consists of 82 randomly chosen plans for children in preschool and preschool classes. The method is based on textual analysis. An overall picture of a multicontextual regulation of childhood and institutional practice gradually emerges. The analysis can be summarized in distinctive principal tracks, or normalities, marked by equivalence with variation

Keywords
children, critical didactics, childhood preschool, preschool class, individual development plans
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-3215 (URN)10.1080/09575140802685354 (DOI)000211434600007 ()2-s2.0-84855784325 (Scopus ID)10700 (Local ID)10700 (Archive number)10700 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2024-02-05Bibliographically approved
Vallberg Roth, A.-C. & Månsson, A. (2008). Individual development plans: with a focus on childhood, learning and critical subject didactics (ed.). Paper presented at nordisk förening vid pedagogisk forskning (NFPF), Köpenhamn (2008). Paper presented at nordisk förening vid pedagogisk forskning (NFPF), Köpenhamn (2008).
Open this publication in new window or tab >>Individual development plans: with a focus on childhood, learning and critical subject didactics
2008 (Swedish)Conference paper, Published paper (Refereed)
Keywords
Individual development plans, childhood, learning, critical subject didactics
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-11493 (URN)7460 (Local ID)7460 (Archive number)7460 (OAI)
Conference
nordisk förening vid pedagogisk forskning (NFPF), Köpenhamn (2008)
Available from: 2020-02-29 Created: 2020-02-29 Last updated: 2022-06-27Bibliographically approved
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