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Linda, P. (2023). Att med intersektionell analys synliggöra och kritiskt granska normer (2ed.). In: Annika Åkerblom; Anette Hellman; Niklas Pramling (Ed.), Metodologi: För studier i, om och med förskolan (pp. 261-276). Malmö: Gleerups Utbildning AB
Öppna denna publikation i ny flik eller fönster >>Att med intersektionell analys synliggöra och kritiskt granska normer
2023 (Svenska)Ingår i: Metodologi: För studier i, om och med förskolan / [ed] Annika Åkerblom; Anette Hellman; Niklas Pramling, Malmö: Gleerups Utbildning AB, 2023, 2, s. 261-276Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Malmö: Gleerups Utbildning AB, 2023 Upplaga: 2
Nationell ämneskategori
Annan samhällsvetenskap Genusstudier
Identifikatorer
urn:nbn:se:mau:diva-62725 (URN)9789151108940 (ISBN)
Tillgänglig från: 2023-09-20 Skapad: 2023-09-20 Senast uppdaterad: 2023-09-22Bibliografiskt granskad
Linda, P. & Eng, J. (2023). Child sexual assault or curious play? Adults negotiating appropriate behaviour in terms of age, gender and sexuality when responding to an incident in Swedish early childhood education. Sex Education: Sexuality, Society and Learning, 1-13
Öppna denna publikation i ny flik eller fönster >>Child sexual assault or curious play? Adults negotiating appropriate behaviour in terms of age, gender and sexuality when responding to an incident in Swedish early childhood education
2023 (Engelska)Ingår i: Sex Education: Sexuality, Society and Learning, ISSN 1468-1811, E-ISSN 1472-0825, s. 1-13Artikel i tidskrift (Refereegranskat) Epub ahead of print
Abstract [en]

Using an intersectional analysis, this article critically analyses implied and expressed norms to identify perceptions of appropriate behaviour in children’s play, and to explore how social communicative arenas such as Internet forums construct knowledge and values. Adults’ responses to an incident that occurred amongst a group of children in Swedish early childhood education as part of free play during the preschool day were analysed. The incident was described in a thread posted on the Familjeliv (Family Life) internet forum. The research questions were: what images of children are prominent in discourse on appropriate behaviour as part of free play; what discursive categorisations of children related to age, gender and sexuality can be identified within this discourse; and how do these categorisations intersect? Netnography provided the method used together with thematic content analysis. Findings reveal two contrasting views: first, the view that four-year-olds cannot commit sexual assault on another person; and second, the view that they can. Young children were constructed either as non-sexual, innocent, curious and playful, or as perpetrators who lack consequentialist thinking. Age was the dominant discursive category utilised in relation to sexuality and appropriate behaviour, followed by gender. 

Ort, förlag, år, upplaga, sidor
Routledge, 2023
Nyckelord
Age, discursive categories, early childhood education, gender, intersectionality, sexuality
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:mau:diva-62724 (URN)10.1080/14681811.2023.2253532 (DOI)001058863700001 ()2-s2.0-85169838685 (Scopus ID)
Tillgänglig från: 2023-09-20 Skapad: 2023-09-20 Senast uppdaterad: 2023-10-10Bibliografiskt granskad
Linda, P. (2023). Documentation as a technology of power in early childhood education and care. In: : . Paper presented at NERA 2023, Oslo, 15-17 mars.
Öppna denna publikation i ny flik eller fönster >>Documentation as a technology of power in early childhood education and care
2023 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

Documentation as a technology of power in early childhood education and care

Chair(s): Noora Heiskanen (University of Eastern Finland, Finland)

Discussant(s): Kaisa Pihlainen (University of Eastern Finland), Terese Wilhelmsen (University of South-Eastern Norway)

The extent of documentation is increasing in early childhood education and care (ECEC) in the Nordics and plays a key role in its quality work. In addition, documentation has special importance when it comes to early childhood special education as it is seen to safeguard the child's right to support, to raise the quality of ECEC and to create obligations for professionals. Despite its prevalence, the centrality of documentation is a new feature in Nordic ECEC (Nordic Council of Ministers, 2022), reflecting the trend of data-based governance in Global North. This increased focus on data-based governance has been called the governance turn of education (Ball, 2009). During the governance turn, demand for documenting practices, including the production of either written or numerical data, has become a dominant technique of governing (Ozga et al., 2011; Piattoeva, 2018). However, the values hightlighted in Nordic ECEC such as democracy, emphasis on play and the absense of child assessment as a measure of quality are not easily combined with this governance turn (Nordic Council of Ministers, 2022).

In research, traditionally, documentation is often approached as a process of neutral recording of facts, consequently, framing documentation as passive, objective, and innocent (Dahlberg et al., 2007). In addition to its function of recording practices and agreements, documents can also be seen as institutional actors (Ferraris, 2013). This means that documentation is understood having consequences. However, only a little is known about what documentalization actually does in ECEC.

In this symposium, documentation is discussed as a technology of power, possessing multiple possible consequences to children, professionals, and institutions (Miller & Rose, 2008). With theoretical and empirical investigations, we crically examine the predominant understandings of documentation in Nordic ECEC. First, Noora Heiskanen and Maiju Paananen discuss theoretical and methodological approaches used in research about documentation using the two ongoing research projects as a starting point. Second, Linda Palla’s presentation illustrates an empirical research from Swedish ECEC documentation about mapping materials. Third, Karianne Franck’s presentation will investigate the barriers for listening to young children’s views and opinions in expert assessment documents with the help of a study conducted in Norway. Finally, discussants Kaisa Pihlainen and Terese Willhelmsen lead the discussion on documentation as a technology of power in research and ECEC practices.

References

Ball, S. (2009). The governance turn! Journal of Education Policy. 24(5), 537–538.

Dahlberg, G., Moss, P., & Pence, A. (2007). Beyond quality in early childhood education and care: Languages of evaluation. Routledge.

Ferraris, M. (2013). Documentality: why it is necessary to leave traces. New York: Fordham University Press.

Miller, P., & N. Rose. (2008). Governing the present: Administering economic, social and personal life. Polity.

Nordic Council of Ministers (2022). Nordic Approaches to Evaluation and Assessment in Early Childhood Education and Care. Final report.

Ozga, J., Dahler-Larsen, P., Segerholm, C., & Simola, H. (Eds.). (2011). Fabricating quality in education: Data and governance in Europe. Routledge.

Piattoeva, N. (2018). Elastic numbers: National examinations data as a technology of government. In Governing by Numbers (pp. 18–36). Routledge.

  

Nationell ämneskategori
Pedagogik
Forskningsämne
Barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-59192 (URN)
Konferens
NERA 2023, Oslo, 15-17 mars
Anmärkning

Included in the symposium Documentation as a technology of power in early childhood education and care:

1) Approaches to Documentation as a Research Subject: from Content to Consequences

Noora Heiskanen1, Maiju Paananen

2) The need for speed: Identification of “the deviant” as the ultimate goal for high returns in ECEC

Linda Palla

3) Expert Gaze as Barrier for Listening to Children’s Verbal and Non-Verbal Expressions in Expert Assessment Documents

Karianne Franck

4) Discussion: Documentation as a technoloqy of power in early childhood education and care

Kaisa Pihlainen, Terese Wilhelmsen

Tillgänglig från: 2023-04-13 Skapad: 2023-04-13 Senast uppdaterad: 2023-11-23Bibliografiskt granskad
Vallberg Roth, A.-C. & Linda, P. (2023). Multivocal Didaktik Modelling in Early Childhood Education: For a Sustainable Future in a World of Change. Children, 10(8), 1-24, Article ID 1419.
Öppna denna publikation i ny flik eller fönster >>Multivocal Didaktik Modelling in Early Childhood Education: For a Sustainable Future in a World of Change
2023 (Engelska)Ingår i: Children, E-ISSN 2227-9067, Vol. 10, nr 8, s. 1-24, artikel-id 1419Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

In times of democratic decline, unanimous choices and approaches and the idea of a singular best practice may be less conducive to democracy and sustainability. Therefore, the aim of this study is to suggest a multivocal approach to education and teaching by studying the question of what may characterise teaching in preschool for a sustainable future. The knowledge contribution and originality of the article is evident in the introduction, method, and results. In abductive analyses, models can summarize what we need to know and teach in pursuit of the creation of open life chances for every child. The results show that didaktik models are open and can provide support for teachers and leaders to consider and base informed decisions on, as well as to motivate their didaktik choices based on scientific foundations and proven experiences. Multivocal didaktik mo-delling intends to open up teaching—cultivating collaboration in preschool for a sustainable future in a world of change. In conclusion, we recommend cultivating an orientation (1) between knowledges, values and didaktik/education/special education in the pursuit of the creation of conditions for good education for all children; (2) between teaching realities and scientific foundations, which are founded in a critical–reflective didaktik, with a choice of direction in relation to an uncertain future; and (3) between continuity, progression and teaching adventures—which can include consolidating, deepening, broadening, raising, and cultivating knowledge and values for multivocality, democracy and sustainability in teaching realities. In the future the concept of multivocal didaktik modelling can be studied in relation to complex teaching realities as in a teaching universe or a teaching multiverse.

Ort, förlag, år, upplaga, sidor
Basel, Switzerland: MDPI, 2023
Nyckelord
abductive analysis, collaborative research, early childhood education, multivocal didaktik modelling, Swedish preschool, teaching realities
Nationell ämneskategori
Didaktik
Forskningsämne
Hållbarhetsstudier
Identifikatorer
urn:nbn:se:mau:diva-62009 (URN)10.3390/children10081419 (DOI)001057346300001 ()37628418 (PubMedID)2-s2.0-85169033933 (Scopus ID)
Forskningsfinansiär
Ifous - innovation, forskning och utveckling i skola och förskola
Tillgänglig från: 2023-08-21 Skapad: 2023-08-21 Senast uppdaterad: 2023-10-09Bibliografiskt granskad
Linda, P. (2023). TAKK som specialpedagogiskt didaktiskt verktyg i förskolans undervisning. Nordisk Barnehageforskning, 20(1), 77-102
Öppna denna publikation i ny flik eller fönster >>TAKK som specialpedagogiskt didaktiskt verktyg i förskolans undervisning
2023 (Svenska)Ingår i: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 20, nr 1, s. 77-102Artikel i tidskrift (Refereegranskat) Published
Abstract [sv]

Sammanfattning

Syftet är öka kunskapen om hur yrkesverksamma i förskolan säger sig använda TAKK, tecken som alternativ kompletterande kommunikation, i förskolans undervisning. Vidare syftar studien till att belysa hur TAKK kan förstås i ljuset av specialpedagogisk didaktik. Didaktiska frågor har väglett analysen: Var och när uttrycker yrkesverksamma i förskolan att TAKK används? För och med vem/vilka uttrycker yrkesverksamma i förskolan att TAKK kan användas? Hur och varför uttrycker yrkesverksamma i förskolan att TAKK kan användas? Studien har avgränsats till att omfatta 30 yrkesverksammas utsagor i ett inlägg i internetforumet Facebooks grupp ”Förskolan.se”. Vald metod är netnografi och analysen är kvalitativ med specialpedagogisk didaktisk modellering som teoretiskt angreppssätt. Resultatet visar att beskrivningar av användandet av TAKK kan liknas vid ett flerstämmigt förhållningssätt då TAKK beskrivs användas i undervisning på flera olika vis, i flera olika situationer och i flera olika miljöer – med alla och för alla. Slutsatsen dras att med specialpedagogisk didaktisk modellering kan TAKK bli ett verktyg brett nog att utgöra stöd på inkluderande vis.

Nyckelord: Didaktisk modellering; förskola; netnografi; specialpedagogisk didaktik; TAKK (tecken som alternativ kompletterande kommunikation); undervisning 

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

Ort, förlag, år, upplaga, sidor
Cappelen Damm Akademisk, 2023
Nyckelord
Didactic modeling; early childhood; netnography; preschool education; special education didactics; Signing as Augmentative and Alternative Communication (SAAC); teaching, Didaktisk modellering, förskola, netnografi, specialpedagogisk didaktik, TAKK (tecken som alternativ kompletterande kommunikation), undervisning
Nationell ämneskategori
Pedagogik
Forskningsämne
Barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-59194 (URN)10.23865/nbf.v20.330 (DOI)
Tillgänglig från: 2023-04-13 Skapad: 2023-04-13 Senast uppdaterad: 2023-04-13Bibliografiskt granskad
Linda, P. (2023). The need for speed: identification of ‘the deviant’ as the ultimate goal for high returns in early childhood education and care. Critical Studies in Education, 1-20
Öppna denna publikation i ny flik eller fönster >>The need for speed: identification of ‘the deviant’ as the ultimate goal for high returns in early childhood education and care
2023 (Engelska)Ingår i: Critical Studies in Education, ISSN 1750-8487, E-ISSN 1750-8495, s. 1-20Artikel i tidskrift (Refereegranskat) Epub ahead of print
Abstract [en]

This study aims to develop knowledge about how ‘the Deviant’ is produced through identificatory mapping materials that operate in Swedish preschools. This is achieved by identifying and critically reviewing a base of mapping materials commonly used in Swedish ECEC today, focusing on how the documents per se, and the formulations therein, risk pointing both the writer and the recipient in certain directions. This includes analysing the pre-existing structure and content as well as the proposed purpose of the mapping material. Drawing on Foucault, I consider documentation as a productive discursive element in a larger apparatus, where the mapping materials operate as a governing technology for making normalising judgments. The analysis contributes to an understanding of the documentality governing ECEC professionals, which affects how they resonate, and act in aiming to fulfil their mission in identifying certain children. In line with this reasoning, I also point out the specific status the documents have gained in the global ECEC quality discourse. The analysis shows how mapping documents named Pedagogical Mapping operate as a discursive element of the apparatus of early childhood special education identification processes and become fruitful for visibilising, comparing, and assessing the child and for further governing.

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2023
Nyckelord
Apparatus, ECEC, dispositif, documentality, governmentality, mapping materials, normalising judgments, special education identification processes, Swedish preschool, the ‘deviant’
Nationell ämneskategori
Pedagogik
Forskningsämne
Barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-64261 (URN)10.1080/17508487.2023.2292540 (DOI)001118773400001 ()
Tillgänglig från: 2023-12-12 Skapad: 2023-12-12 Senast uppdaterad: 2023-12-27Bibliografiskt granskad
Linda, P. (2023). The Need for speed: Identification of the deviant as the ultimate goal for high returns in ECEC. In: Paperpresentation vid symposium: Documentation as a technology of power in early childhood education and care: . Paper presented at The Nordic Educational Research Association (NERA) Conference 2023, Oslo Metropolitan University, Norway, 15-17 March 2023.
Öppna denna publikation i ny flik eller fönster >>The Need for speed: Identification of the deviant as the ultimate goal for high returns in ECEC
2023 (Engelska)Ingår i: Paperpresentation vid symposium: Documentation as a technology of power in early childhood education and care, 2023Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

The need for speed: Identification of “the deviant” as the ultimate goal for high returns in ECEC

Linda Palla Malmö University

Swedish early childhood education and care (ECEC) is part of an educational system which has a prominent and widespread culture of documentation. Documentation can be viewed as a tool for achieving high quality but can also be considered a technology of power where the primary purpose of education is seen as providing guidance on and assessment of childhood performance based on predetermined goals and outcomes (Moss, 2017). One could call it an investment of early intervention, intended to produce high returns. At the core of these intervention efforts are those who do not live up to the expectations placed upon them. In line with this reasoning, these children need to be identified; and the earlier, the better. Consequently, extra emphasis is put on documentation and assessment of certain children who, for various reasons, are identified as being in need of special education.

Special education is often preceded by some kind of identification process using specific documents; for example, mapping materials. Previous studies (e.g., Heiskanen et al., 2019; Franck, 2021Palla 2018) show multiple challenges, uncertainty, and resistance around special-education-related documents. The studies show that This type of documentation focuses primarily on the individual, rather than on how the education can contribute to development and learning, or how such strategies evolve. Instead, the (perceived lack of) performance of certain preschoolers tends to be assessed and evaluated in the documentation built upon specific norms.

However, there is a limited body of research regarding the mapping material used in the identification processes related to special education. The purpose of this project is therefore to develop knowledge about how “the deviant” is portrayed through the mapping materials that Swedish preschools use in their daily practice. The project is limited to identifying and critically reviewing a base of individual mapping materials commonly used in Swedish ECEC today. Drawing on ideas from Michel Foucault (e.g., 1977), the documentation can be viewed as a technology of power, where the mapping materials are used for making normalizing judgments. The mapping materials will be scrutinized with a particular focus on how the social categories of gender, ethnicity, age, and function appear, and possibly intersect with each other.

References

Foucault, Michel. (1977). Discipline and punish: The birth of the prison. Penguin Books.

Franck, K. (2021). The educational context in expert assessments: A study of special education documents of children in ECEC institutions. European Journal of Special Needs Education. 37(5), 819–833.

Heiskanen, N., Alasuutari, M., & Vehkakoski, T. (2019). Recording support measures in sequential pedagogical documents of children with special educational needs. Journal of Early Intervention, 41(4), 321–339.

Moss, P. (2017). Power and resistance in early childhood education: From dominant discourse to democratic experimentalism. Journal of Pedagogy – Pedagogický časopis, 8(1), 11–32.

Palla, L. (2018). Individcentrerad prestation och måluppfyllelse i förskolan?: När åtgärdsprogram blir examinerande dokument och verktyg i specialpedagogiska processer. [Individual centered achievement and goal attainment in pres-chool? When assessment plans become examining document and tools in special educational processes] Pedagogisk forskning i Sverige,

Nationell ämneskategori
Pedagogik
Forskningsämne
Barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-59190 (URN)
Konferens
The Nordic Educational Research Association (NERA) Conference 2023, Oslo Metropolitan University, Norway, 15-17 March 2023
Tillgänglig från: 2023-04-13 Skapad: 2023-04-13 Senast uppdaterad: 2023-11-23Bibliografiskt granskad
Palla, L. & Vallberg Roth, A.-C. (2022). Inclusive ideals and special educational tools in and out of tact: didactical voices on teaching in language and communication in Swedish early childhood education. International Journal of Early Years Education, 30(2), 387-402
Öppna denna publikation i ny flik eller fönster >>Inclusive ideals and special educational tools in and out of tact: didactical voices on teaching in language and communication in Swedish early childhood education
2022 (Engelska)Ingår i: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 30, nr 2, s. 387-402Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The aim of this research is to highlight didactical voices on inclusive ideals and special educational tools noted in the written reflections of 178 preschool teachers in 10 Swedish municipalities. The research questions are as follows: How do preschool teachers signify inclusive ideals in written reflections of teaching in language and communication in preschools? Which special educational tools emerge in the written reflections about teaching in language and communication in preschool, and how are these tools said to be used? The material was analysed with multi-voiced didactic modelling and didactical tact as a theoretical base. The results show that there are didactical voices on inclusion in the analysed material. The core foundation of the teaching appears to be built upon inclusive ideals where all children are involved, included and part of the group. Utterances of a more individual character are sparingly present. In our interpretation, the (special) educational tools that are brought to the fore are described and used in an inclusive way and are didactically modelled into more general, rather than specialised, tools.

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2022
Nyckelord
Inclusion, multi-voiced didactic modelling in and out of tact, preschool special education, Swedish early childhood education, teaching in language and communication
Nationell ämneskategori
Didaktik
Forskningsämne
Barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-17391 (URN)10.1080/09669760.2020.1733939 (DOI)000798875700011 ()2-s2.0-85113179022 (Scopus ID)
Projekt
UndiF
Anmärkning

Published online: 24 Feb 2020

Tillgänglig från: 2020-06-02 Skapad: 2020-06-02 Senast uppdaterad: 2024-02-05Bibliografiskt granskad
Linda, P. & Sjögren, H. (2022). Simply Quality?: State Governance of Swedish Preschools’ Work with Children in Need of Special Support. Scandinavian Journal of Educational Research, 66(6), 1093-1107
Öppna denna publikation i ny flik eller fönster >>Simply Quality?: State Governance of Swedish Preschools’ Work with Children in Need of Special Support
2022 (Engelska)Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 66, nr 6, s. 1093-1107Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The purpose of this critical study is to generate knowledge about decisions by education authorities that serve an advisory and normative function for Swedish preschool education at the operational level, with a focus on work with children in need of special support. This has been achieved by scrutinising documents generated in conjunction with a quality audit within the framework of the Swedish Schools Inspectorate’s three-year focus on preschools from 2015 to 2017. The analysis shows that the documents can be understood as discursive expressions within and for a regime of truth, wherein the effects of power contribute to certain norms and values gaining precedence in the operationalisation of what constitutes qualitative special support. The analysis further shows that the state quality audit focuses on instrumental and measurable understandings of quality and highlights sameness rather than difference by downplaying the ethical and pedagogical aspects of the special support.

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2022
Nyckelord
Children in need of special support in preschool, governing, power, policy document, quality audit, regimes of truth, special education
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-44791 (URN)10.1080/00313831.2021.1958375 (DOI)000677890800001 ()2-s2.0-85113137581 (Scopus ID)
Tillgänglig från: 2021-08-09 Skapad: 2021-08-09 Senast uppdaterad: 2024-02-05Bibliografiskt granskad
Linda, P. (2022). TAKK som specialpedagogisk didaktik i förskolans undervisning: Ett verktyg modellerat för inkludering i utmanande tider?. In: Growing up in challenging times: Book of Abstracts. Paper presented at Att växa upp i utmanade tider, Högskolan Väst, BUV, 221111. University West
Öppna denna publikation i ny flik eller fönster >>TAKK som specialpedagogisk didaktik i förskolans undervisning: Ett verktyg modellerat för inkludering i utmanande tider?
2022 (Svenska)Ingår i: Growing up in challenging times: Book of Abstracts, University West , 2022Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [sv]

Syftet är öka kunskapen om hur yrkesverksamma säger sig använda TAKK, tecken som alternativ kompletterande kommunikation, i förskolans undervisning. Vidare syftar studien till att belysa hur TAKK kan förstås i ljuset av specialpedagogisk didaktik. Didaktiska frågor har väglett analysen: Var och när uttrycker yrkesverksamma att TAKK används? Vem/vilka uttrycker yrkesverksamma att TAKK användas med och för? Hur och varför uttrycker yrkesverksamma att TAKK användas? Studien har avgränsats till att omfatta 32 yrkesverksammas utsagor i ett inlägg i internetforumet Facebooks grupp ”Förskolan.se”. Vald metod är netnografi och analysen är kvalitativ med specialpedagogisk didaktisk modellering som teoretiskt angreppssätt. Resultatet visar att beskrivningar av användandet av TAKK kan liknas vid ett flerstämmigt förhållningssätt då TAKK beskrivs användas i undervisning på flera olika vis, i flera olika situationer och i flera olika miljöer – med alla och för alla. Slutsatsen dras att med specialpedagogisk didaktisk modellering kan TAKK bli ett verktyg brett nog att utgöra stöd på inkluderande vis. 

Ort, förlag, år, upplaga, sidor
University West, 2022
Nyckelord
Didaktisk modellering, förskola, netnografi, specialpedagogisk didaktik, TAKK (tecken som alternativ kompletterande kommunikation), undervisning
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:mau:diva-56339 (URN)978-91-89325-40-1 (ISBN)
Konferens
Att växa upp i utmanade tider, Högskolan Väst, BUV, 221111
Tillgänglig från: 2022-12-01 Skapad: 2022-12-01 Senast uppdaterad: 2022-12-07Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0003-1549-9900

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