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  • 151.
    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 i förskolan: med inriktning mot barndom, lärande och kritisk ämnesdidaktik2007Report (Other academic)
    Abstract [en]

    The aim of this research programme is to explore the growing phenomenon of Individual development plans in relation to childhood, learning and critical subject didactics. The changed circumstances and conditions for actors in preschool are influenced by increased diversity, decentralization and individualization. Individual development plans, which are sometimes designed as ”agreeements - contracts”, can be considered the most rigid type of regulation on the individual level in the history of pre/school. Today we speak about a deregulated school. This regulation seems to have changed its character, gradually drifting over from school to individual, from school regulation to individual regulation and self-regulation. Critical subject didactics refers to a discussion and critical scrutiny of the objects of learning and the acts of learning in the individual development plans for young children. An increasingly multicontextual childhood, the drift from ”subject to individual as the basic unit” in recent times results in a focus on identity and identity construction in relation to evaluations of subject and development by means of individually oriented documentation. Critical subject didactics makes it possible to focus on the intersection of societal hierarchies of power such as gender, place, age and ethnicity – intersectionality. The method is based on textual analysis of completed individual development plans and an interview study with parents of children in preschool and preschool classes in four municipalities in southern Sweden.

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  • 152.
    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 i Montessori- och Reggio Emiliaprofilerade förskolor.2010In: 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

  • 153.
    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 som uttryck för reglerad barndom: Likriktning med variation2008In: Pedagogisk forskning i Sverige, no 2, p. 81-102Article in journal (Refereed)
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  • 154.
    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).
    IUP i ett inledningsskede - för skolår 3, 6 och 8 i fyra sydsvenska kommuner2007In: Individuella utvecklingsplaner. En studie efter införandet av nya bestämmelser i det obligatoriska skolväsendet / [ed] Oscar Öquist, Bengt Fridén, Skolverket , 2007, p. 24-25Chapter in book (Other academic)
    Abstract [sv]

    Studien syftar till att beskriva och problematisera innehållet i individuella utvecklingsplaner (IUP) för skolår 3, 6 och 8 i ett didaktiskt perspektiv. Centralt för analysen är didaktikens vad- och hur-fråga som rör innehåll (lärandets objekt) och form (lärandets akt). Med konstruktion av innehåll avses inte enbart skolämne utan också ämnesöverskridande tematiskt innehåll som kan vara vardagligt knutet till omsorgs– och fostransinnehåll och till barns möjliga frågor. Genom kritisk didaktik belyses relationerna mellan aktörerna och deras medbestämmande och inflytande. Sammantaget studeras innehåll, form och bedömning i de individuella utvecklingsplanerna på en transformeringsarena mellan stat och individ. Insamlingen av IUP-materialet genomfördes i oktober 2006 i fyra kommuner i södra Sverige, tre stadskommuner och en landsbygdskommun. I de tre stadskommunerna ingick både etniskt relativt homogena och heterogena kommundelar. Materialet omfattade 100 slumpmässigt valda planer. Resultatet kan övergripande summeras i punktform enligt följande: -Hög grad av styrande mallar med varierande utformning i olika riktningar med något undantag läggs fokus på vad eleven skall utveckla snarare än hur lärandet skall gå till och vilka insatser som krävs. -Växlande dominans och balans mellan socioemotionella mål och kunskapsmål relaterat till olika kommuner och stadsdelar i majoriteten av dokument är ansvarsfördelning mellan elev-vårdnadshavare-skola koncentrerat till eleverna med hög grad av önskad självreglering och låg grad av inflytande för elever och vårdnadshavare. Växlande förekomst av betygsliknande respektive personliga omdömen i relation till skolår, lärare, kommun och stadsdel.

  • 155.
    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).
    Regulated childhood: equivalence with variation2009In: 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

  • 156.
    Vallberg Roth, Ann-Christine
    et al.
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Stoltz, Pauline
    Malmö högskola, Faculty of Culture and Society (KS), Department of Global Political Studies (GPS).
    Power, Citizenship & Individual Development Plans2007Conference paper (Refereed)
    Abstract [en]

    Power, Citizenship & Individual Development Plans Individual Development Plans (IDP) are plans made by teachers, parents and children to target specific parts of the development of an individual child. The plans should not be confused with grades, which children in the Swedish education system do not receive until the age of fifteen, in future possibly from the age of seven. Rather IDPs are aim oriented plans and strategies to stimulate the development of the child. IDPs are compulsory according to the Swedish Compulsory School Ordinance from 2006. The aim of the study is to describe and discuss how power relations between teachers, parents and children work within the processes of the formulation of IDPs. Also, how these plans could be understood against the background of the education for democratic citizenship of children. Before 2006 children did not receive any grades before the age of fifteen. Instead they had individual development talks which over the years have been framed in different ways. They could be called parental talks, ‘quarter of an hour talks’ or individual development talks, but the overall aim of these talks was to discuss the development of a child between teacher and parent or between teacher, parent and child. Usually these talks were in the form of information about the previous development of a child from the teacher to the parents and the child. With the introduction of Individual Development Plans the idea was to produce plans which did not only assess but also formulated aims for the future development of a child. It also involved ideals of a possible influence of the child and its parents in formulating these aims. Power relations became thereby in focus in a different way from before. Earlier there was a very specific view upon the ways in which the development of a child could be described, discussed and stimulated. That is, not by means of grades formulated in terms of figures or letters but rather by means of lengthy information through words and narratives. Despite the form of a talk, this was in practice often a one-way information from the teacher to the parents and their child. What happened with the introduction of IDPs was the strengthening of an ideal in which teachers would have less of a say and parents and notably children would gain more influence in these talks. Also and more importantly, the plans are more future and goal oriented than the previous form of talks. In practice this has not always worked out. This is where our research comes in.

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  • 157.
    Vallberg Roth, Ann-Christine
    et al.
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Stoltz, Pauline
    Malmö högskola, Faculty of Culture and Society (KS), Department of Global Political Studies (GPS).
    Power, Citizenship and Individual Development Plans: Poster presented at the symposium on ‘Childhood in Multiple Contexts’ på the Citizenship Education in Society conference på Malmö högskola, Malmö2007Conference paper (Other (popular science, discussion, etc.))
  • 158.
    Westlund, Kristina
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Children's choice-making in preschool - an introduction to democracy?2010In: Abstract;435, 2010, article id 62Conference paper (Other academic)
    Abstract [en]

    In Swedish preschools (with children between 1 and 5 years old) there has been an increased focus on the children’s right to participation. The study, which this paper is based on, aims to describe how preschool teachers create possibilities for children to influence the preschool activities. The results show that teachers often highlight the importance of children’s own choice-making in their work for enhancing children’s participation. The teachers often encourage children to choose independently of what other children choose, and they rarely arrange opportunities for the children to discuss and make decisions together. Being dependent on the opinions of others is regarded as less desirable. Individualization of democracy is a tendency which can also be seen in society at large. But democracy includes both making decisions for oneself and together with others. One can also take it one step further and claim that democracy is not something that children should learn, but something that is practiced here and now, with the differences between people as its main driving force. By encouraging children to make independent choices, an ideal democratic citizen is sketched even among the young children. There is always a risk with defining the good citizen, in that someone will be left out. The concept of interdependence is used in this paper to discuss a possible turn to an understanding of democracy in Swedish preschools, which could be more inclusive and tolerant.

  • 159.
    Westlund, Kristina
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Focusing Children’s Participation: Pre-school teachers in Sweden describe their work with children’s participation2009In: Human rights and citizenship education: proceedings of the eleventh Conference of the Children's Identity and Citizenship in Europe Thematic Network, Malmö 2009, 2009, p. 425-429Conference paper (Other academic)
    Abstract [en]

    This paper is based on my forthcoming doctoral thesis about pre-school teachers work with children’s participation. The aim of my thesis is to describe and analyze how teachers, in pre-schools which put focus on children’s participation, work with giving children opportunities to influence the pedagogical environment and activities. I also want to discuss what the children express about their possibilities for participation, and the relation between the possibilities for participation for the individual child and for the group of children. (The children in my study are between 1 and 5 years old.) My tentative research questions are: 1) What do the pre-school teachers put into the concept participation? 2) How do the pre-school teachers describe their work with children’s participation? 3) In which situations, and in which ways, do the pre-school teachers create possibilities for children’s participation? In this paper, I describe the theoretical and methodological background of my forthcoming thesis. I also begin to answer the first and the second question from the list above, with empiric data from interviews with the teachers in my study. In doing this, I raise questions that are important for the continuing work on my thesis.

  • 160.
    Westlund, Kristina
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Pedagogers arbete med förskolebarns inflytande: En demokratididaktisk studie2011Licentiate thesis, monograph (Other academic)
    Abstract [sv]

    I licentiatuppsatsen Pedagogers arbete med förskolebarns inflytande undersöks vad arbetet med förskolebarns inflytande kan innebära i praktiken. Genom observationer på två förskoleavdelningar samt intervjuer med pedagogerna, besvaras frågor om vilket innehåll, vilka arbetsformer och vilka dilemman som kommer till uttryck i detta arbete. Frågeställningarna handlar även om hur arbetet kan förstås ur ett kritiskt relationellt perspektiv. Arbetet med barns inflytande rymmer en variation i såväl arbetsformer som innehåll, visar studien. Stor vikt läggs vid att barn ska få individuella möjligheter att välja och bestämma. Pedagogerna ställs inför dilemman som bland annat rör genus, individualism och rättvisa. När ett kritiskt relationellt demokratibegrepp används för att förstå pedagogernas arbete, utmanas den individualistiska tolkningen av inflytande som träder fram i resultaten. Begreppet samflytande förs in, vilket vidgar förståelsen av vad barns inflytande kan innebära. Pedagogernas arbete med förskolebarns inflytande visar sig ske i en ständig avvägning mellan frihet och styrning. Det kritiskt relationella perspektivet i studien bidrar till att problematisera detta spänningsfält.

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  • 161.
    Westlund, Kristina
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Preschool democracy and children's choice-making2009In: Human rights and citizenship education: proceedings of the eleventh Conference of the Children's Identity and Citizenship in Europe Thematic Network, Malmö 2009, 2009, p. 192-197Conference paper (Other academic)
    Abstract [en]

    This paper concerns how and when teachers create opportunities for children’s choice-making in preschool. The empiric data, which consists of interviews with six preschool teachers and observations from two preschool departments in Sweden, is analysed from a critical didactic perspective. My focus is on how teachers handle the relation between children as individuals and as a group. I have found that most choices that teachers present are made individually by the children, and that the teachers experience dilemmas concerning this individualisation. Another finding is that the children in the study tend to choose activities with other children of the same sex, when possible. This raises interesting questions about how teachers work with gender equality in relation to children’s influence and choices.

1234 151 - 161 of 161
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