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  • 1.
    Areljung, Sofie
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. Umeå universitet, Samhällsvetenskapliga fakulteten, Umeå centrum för genusstudier (UCGS).
    Kelly-Ware, Janette
    Faculty of Education, Te Oranga School of Human Development and Movement Studies, University of Waikato, New Zealand.
    Navigating the risky terrain of children's working theories2017Inngår i: Early years, ISSN 0957-5146, E-ISSN 1472-4421, Vol. 37, nr 4, s. 370-385Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    'Working theories' encompass children's theorising about the social and material worlds. This article looks explicitly at power relations involved in pedagogy around children's working theories by focusing on the teacher's control of what and whose working theories get unpacked and extended. From an analysis of four cases from early childhood education (ECE) settings, it is concluded that teaching strategies are related to possible risks of unpacking and extending children's working theories. From a teacher's perspective such risks include: undermining the ECE setting's rules; exposing one's own lack of knowledge or skills; or risking the relations and atmosphere in the group or setting. These risks affect how working theories are dealt with in terms of time – right away, later or never – and voicing, as teachers regulate children's ideas for example through making concrete, reconstructing or silencing them.

  • 2.
    Marklund, Leif
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Swedish preschool teachers' perceptions about digital play in a workplace-learning context2019Inngår i: Early years, ISSN 0957-5146, E-ISSN 1472-4421Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study investigates preschool teachers' perceptions about the pedagogical use of digital play and, by using the Learning in Working Life framework as a theoretical point of departure, it also investigates how these perceptions are connected to the teachers' professional learning environment. Participants wrote a self-report essay about digital play. Results show that the participants identified opportunities with digital play on a societal, content, workplace practice and social-cultural level of the workplace-learning context. Challenges were identified on a social-cultural, technical-organisational and content level. The conclusion is when introducing digital play into preschools, the challenges include too little time and reluctant parents and colleagues. The opportunities can be summed up as helping to prepare children for the future and enriching their upbringing and learning.

  • 3.
    Marklund, Leif
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Dunkels, Elza
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Digital play as a means to develop children’s literacy and power in the Swedish preschool2016Inngår i: Early years, ISSN 0957-5146, E-ISSN 1472-4421, Vol. 36, nr 3, s. 289-304Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper presents different angles on the subject of digital play as a means to develop children’s literacy and power, using an online ethnographical study of Swedish preschool teachers’ discussions in informal online forums. Question posts (n = 239) were analysed using the Technological Pedagogical Knowledge framework and the Caring, Nurturing and Teaching framework, with the aim of understanding how teachers intended to support children’s literacy development with tablets. Literacy development can be understood as a social practice that needs to develop along with changes in society’s demands on citizens. The results presented indicate that school subject oriented skills are predominantly present in the mind-set of these preschool teachers. When digital play is increasingly used for pedagogical purposes in preschools, that also means that preschools have expanded their opportunities to work with children’s literacy development. For preschool teachers, it is important to discuss how literacy development can be supported in a contemporary media landscape.

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