Malmö University Publications
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  • 1.
    Holmberg, Ylva
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Stensson, Catrin
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Vallberg Roth, Ann-Christine
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Lyssnandets didaktik som grundton i flerstämmig undervisning – exemplet rytmatik2022In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 19, no 4, p. 183-205Article in journal (Refereed)
    Abstract [en]

    Artikeln baseras på en delstudie i ett FoU-program1 som syftar till att beskriva och vidareutveckla kunskap om vad som kan känneteckna undervisning i förskola. Programmet och delstudien genomförs i samverkan mellan förskollärare, ledare och forskare. Medverkande utprövar fyra teoriinformerade undervisningsupplägg varav föreliggande artikel fokuserar ett didaktiskt och poststrukturellt informerat upplägg. Artikeln vägleds av frågan: Vad kan känneteckna innehåll i undervisning utifrån ett didaktiskt och poststrukturellt informerat undervisningsupplägg med fokus på musik och matematik i förskolan? Artikeln syftar specifikt till att pröva begreppen ”lyssnandets didaktik” och ”rytmatik”. En didaktiskt orienterad abduktiv analys har genomförts. Resultatet öppnar för att den innehållskombination som begreppet rytmatik erbjuder kan prövas som alternativ till mer ämnesinriktad musik- och/eller matematikundervisning där grundtonen för flerstämmig undervisning är lyssnandets didaktik. 

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  • 2.
    Lembrér, Dorota
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Meaney, Tamsin
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Being and becoming as socialisation in a mathematical activity in preschool2015In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 11, no 5Article in journal (Refereed)
    Abstract [en]

    This article investigates a map-drawing activity in a Swedish preschool from the perspective of how children are positioned as being or becoming mathematicians by the children themselves, the teacher and the researcher. The children positioned themselves as being mathematicians, who were capable of expressing and using their own experiences and skills. The researcher also focused on the children’s expertise and so positioned them as being mathematicians. Nevertheless, there were times when the children acknowledged their need for more skills and knowledge to solve a problem and thus positioned themselves as becoming mathematicians. Similarly, some of the teacher’s questions also focussed on developing children’s mathematics skills, which thus emphasized children’s incompleteness or state as becoming mathematicians. By contrasting the teacher’s role with those of the children and the researcher, it is possible to identify how the teacher affects children’s socialisation and learning through her questioning.

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  • 3.
    Linda, Palla
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    TAKK som specialpedagogiskt didaktiskt verktyg i förskolans undervisning2023In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 20, no 1, p. 77-102Article in journal (Refereed)
    Abstract [en]

    AbstractSAAC as a special education didactic tool in preschool education

    The purpose is to increase knowledge about how SAAC, signing as augmentative and alternative communication, is said to be used by professionals in preschool education. Furthermore, the study aims to shed light on how SAAC can be understood in the light of special education didactics. Didactic questions have guided the analysis: Where and when is SAAC said to be used? Who is/are SAAC said to be used with and for? How and why is SAAC said to be used? The study has been limited to the statements of 30 professionals in a post in the internet forum Facebook’s group “Förskolan.se”. The chosen method is netnography and the analysis is qualitative with special education didactic modelling as theoretical approach.

    The results show that descriptions of the use of SAAC can be likened to a multi-voiced approach as SAAC is described as being used in the education in several different ways, in several different situations and in several different environments – with everyone and for everyone. The conclusion is drawn that with special education didactic modeling, SAAC can become a tool broad enough to constitute support in an inclusive way.

    Keywords: Didactic modeling; early childhood; netnography; preschool education; special education didactics; Signing as Augmentative and Alternative Communication (SAAC); teaching

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  • 4.
    Löf, Camilla
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Vallberg Roth, Ann-Christine
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Med värden i fokus: om den didaktiska vad-frågan i pragmatiskt informerad undervisning i förskolan2023In: Nordisk Barnehageforskning, E-ISSN 1890-9167, no 4, p. 63-79Article in journal (Refereed)
    Abstract [en]

    In 2018 teaching was enhanced in the Swedish revised curriculum (Lpfö 18). Both in the preschool practice and in teacher preparation, teachers seem to struggle with the concept. When the Swedish Education Act of 2011 entered into force, the work of preschools with norms and values was also accorded a stronger position. In light of this, it becomes interesting to study both of these strengthened mandates – teaching and values. Drawing upon experiences from a didaktik and pragmatically informed teaching approach, the aim of this article is to contribute with knowledge of what kind of values that can appear in the teaching at the participating preschools. The material underlying the teaching approach consists of a total of 364 documents, including 64 video recordings. This was carried out in about 120 preschools and/or preschool departments in ten Swedish municipalities. The analysis takes a didactic approach and can be methodologically described as abductive analysis. The results indicate that pragmatically informed teaching of values revolves around social values, such as democracy and (children’s) participation; in the preschool practice, the teaching is organized as opportunities for reflection and ”multiparticipation”. Additional traces of multivocality emerged from integrative knowledge content moving within and between various value levels.

  • 5.
    Riddersporre, Bim
    Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).
    Normativ styrning i förskolan: En fallstudie2010In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 3, no 3, p. 133-149Article in journal (Refereed)
    Abstract [en]

    The project “Normative leadership in the pre-school” is a series of case-studies which aims at clarifying how normative leadership is practiced and negotiated, as well as which norms are created by leaders and co-workers. The amount of research into leadership in pre-schools is currently low, despite the comprehensive nature and significance of the institution. Relation to theory is often weak, as is the connection to more general research on leadership. I have chosen the theory of normative control of organisations as a framework for my analysis. The empirical methods are a combination of interviews and observations. In this first case study, the subject is an unusual leadership task. A number of new pre-schools are to be established, and the leader is to create a vision for these. Tension arises between vision and daily reality, however. It is the vision that must confront everyday life, and not the other way around. A common understanding must gradually be established, with its foundation just as much in norms and ideas as in security and common experience. The results indicate that negotiation and re-negotiation are important aspects of normative control in the pre-school. I propose the concept distributed normative control as the collaborators and the leader share the normative power in the daily round.

  • 6.
    Vallberg Roth, Ann-Christine
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Different forms of assessment and documentation in Swedish preschools2012In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 23, no 5Article in journal (Refereed)
    Abstract [en]

    The aim is to describe and discuss documentation and assessment practices in Swedish preschools from a didaktik perspective. What different forms of documentation and assessment are found in the preschools? Preschools in both urban and rural municipalities are included in the selection. Document and textual analysis are used. A varied multi-documentation emerge. The multi-documentation at each preschool expose that preschool teachers seem to switch between different forms of documentation and assessment, including summative, formative and other assessments. The concept of transformative assessment may capture the different assessments interwoven in the multi-documentation. Transformative assessment is a concept focusing on reshaping and interplaying assessments that are intertwined in the registration and complex documentation at different levels and directions.

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  • 7.
    Vallberg Roth, Ann-Christine
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    (Meta)Theoretical gateways in studies on assessment and documentation in preschool: a research review with a Scandinavian focus2017In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 14, no 3, p. 1-16Article, review/survey (Refereed)
    Abstract [en]

    The purpose of this article is to describe and collate search results and analysis of research with a focus on (meta)theoretical gateways in assessment and documentation in Scandinavian preschools between 2006 and 2014, supplemented by delimited international research mainly from 2013-2014. The intention is also to highlight what the research indicates about assessment competence in relation to the (meta)theoretical gateways. The final search results include 153 national and international studies from sources including the Nordic Base of Early Childhood Education and Care (NB-ECEC, 2006-2012). The results indicate that research into assessment in preschool is still a relatively young and undeveloped field, while the field of documentation, and pedagogical documentation in particular, has a significantly higher standing. As more and more different forms of assessment and documentation assume their place in preschools, it becomes increasingly important to gain knowledge and awareness of the potential benefits, limitations and consequences of various forms and practices for assessment and documentation. Theoretical gateways vary, as do the forms of assessment and documentation used. The analysis indicates that assessment competence can include professional assessment based on a variety of scientific grounds. Regarding the expanded documentation and evaluation task and the preschool’s complex assessment and documentation practices, there is a need for both expanded research and expanded competence, which can focus on a "multi-voiced assessment competence".

  • 8.
    Vallberg Roth, Ann-Christine
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Nordic comparative analysis of guidelines for quality and content in early childhood education2014In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 8, no 1, p. 1-35Article in journal (Refereed)
    Abstract [en]

    The article is based on a project intended to further develop understanding of similarities and differences in Nordic binding guidelines and non-binding guidance for content and quality in early childhood education. The study is of a descriptive and comparative nature and the process is based on a research tradition connected to curriculum studies. Both variation and standardisation emerge in the comparative analysis with regard to content construction. Quality is expressed and may be interpreted as operationalised as both structure and process. In relation to the study results, quality may be interpreted as primarily oriented towards institutions, activities and secondarily towards individuals. Quality is consistently related to learning (lifelong learning) and is more linear and oriented towards goal-rationality than non-linear.

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  • 9.
    Vallberg Roth, Ann-Christine
    et al.
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Månsson, Annika
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Individuella utvecklingsplaner för yngre barn i Sverige: Ett kritiskt ämnesdidaktiskt perspektiv2008In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 1, no 1, p. 25-39Article in journal (Refereed)
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1 - 9 of 9
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  • nn-NO
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  • Other locale
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  • text
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