{"title":"Förskolechefens anavar och uppdrag i ett kommunalt förvaltningsperspektiv","authors":"Anja Eriksson, D. Beach, Ann-Katrin Svensson","doi":"10.7577/NBF.1204","DOIUrl":"https://doi.org/10.7577/NBF.1204","url":null,"abstract":"The revision of the Swedish Education Act and of the Pre-School Curriculum of 2010 involved a demand for improved pedagogical quality and for an alteration and clarification of roles and responsibilities within the pre-school sector. In the revision the responsibilities, authorizations and rights to make decisions of the Heads of Preschool were articulated and clarified. This article describes and discusses how the new responsibilities and tasks of the Heads of Preschool have been interpreted and how the response to the revisions has manifested itself within a framework of municipal public administration. The data used consists of a questionnaire answered by 48 administrative officials with responsibility for education government in different municipalities. The result shows that the Heads of Preschool in a majority of municipalities are faced with increasing responsibilities and a new accountability structure. In order to meet the demands for improved pedagogical quality they are also expected to provide competence development opportunities for preschool staff.2010-ars revideringen av skollagen och forskolans laroplan innebar dels okade krav pa pedagogisk kvalitet och dels pa en forandrad och fortydligad ansvarsstruktur i forskolan. For forskolechefens del explicitgjordes och fortydligades bade ansvar, befogenhet och beslutsratt. I artikeln beskrivs och problematiseras hur forskolechefens ansvar och uppdrag tolkas och kommer till uttryck i ett overgripande kommunalt forvaltningsperspektiv i samband med dessa revideringar. Data utgors av en enkatundersokning besvarad av 48 forvaltningstjansteman anstallda i olika kommuner. Resultatet visar att forskolechefen i flertalet kommuner har tilldelats ett stort ansvar nar det galler att tolka och initiera den fortydligade ansvarsstrukturen och skapa forutsattningar i form av kompetensutvecklingsinsatser for forskolepersonalen for att mota de okade kraven pa pedagogisk kvalitet.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128904852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Konstruksjoner av lederskap i barnehagen","authors":"H. Nilsen","doi":"10.7577/NBF.1205","DOIUrl":"https://doi.org/10.7577/NBF.1205","url":null,"abstract":"Sammendrag Artikkelen handler om hvordan barnehagelaerere posisjonerer seg som ledere for personalet, gjennom tildeling av aktorstatuser til seg selv og medarbeidere i fortellinger fra barnehagen. Arbeidet har en narrativ tilnaerming, og det anvendes en dialogisk performativ analyse pa korte tekster om situasjoner og hendelser i barnehagen. Tekstene er opprinnelig skrevet som utgangspunkt for veiledningsovelser i en opplaeringssammenheng. Analysen forer frem til et antall konstruerte hovedkategorier innenfor hver gruppe: barnehagelaerere som ledere for personalet, og medarbeidere som utfordrer lederskapet deres.This article is concerned with how preschool teachers position themselves as staff-leaders, giving various kind of agency positions to both themselves and their staff members in narratives from kindergartens. The study takes a narrative perspective using a dialogical and performance analysis strategy in analyzing short texts about situations and events in kindergartens, written for the purpose of training counselling dialogues in an educational setting. The analyzing process resulted in a number of constructed main categories within each group: the preschool teachers as leaders, and the staff members who are challenging their leadership.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132396682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Kvalitet i læring i barnehagen. En analyse av styringsdokumenter fra OECD og Norge","authors":"Mette Nygård","doi":"10.7577/NBF.856","DOIUrl":"https://doi.org/10.7577/NBF.856","url":null,"abstract":"The purpose of this article is to provide representations of and to compare meanings attributed to the concept of learning in Early Childhood Education and Care policy. More concrete, the article provides a comparison between documents from Norway and the Organization for Economic Cooperation and Development, OECD. The comparison is based on the OECD- report Quality Matters in Early Childhood Education and Care. Norway (Taguma et al. 2013), and White Paper no. 24 (2012-2013) The Future of Early Childhood Education and Care. Neither the OECD-report nor the Norwegian White Paper has any legal levers to influence Norway, but the documents advise a national agenda, described as “soft governance”. The analysis is made on the basis of Bernstein’s code theory and his concept of classification.I denne artikkelen gjores det en sammenligning mellom styringsdokumenter for barnehagen fra henholdsvis Norge og OECD. Artikkelen tar utgangspunkt i OECD-rapporten Quality Matters in Early Childhood Education and Care. Norway. (Taguma m.fl., 2013) og St.meld.nr. 24 (2012-2013) Framtidens barnehage. Dette er ikke lovregulerende eller radgivende dokumenter, men kan sies a ha stor pavirkningskraft ved a styre gjennom begrepsbruk, noe som omtales som “soft governance”. Hensikten med sammenligningen er a analysere hva slags betydninger laeringsbegrepet tillegges i de ulike dokumentene. Analysene er gjort med utgangspunkt i Bernsteins kodeteori.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133170144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Being and becoming as socialisation in a mathematical activity in preschool","authors":"Dorota Lembrér, T. Meaney","doi":"10.7577/NBF.992","DOIUrl":"https://doi.org/10.7577/NBF.992","url":null,"abstract":"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.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121627247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Den komplexa väven : Att organisera för barns övergångar till och från förskoleklass","authors":"Helena Ackesjö","doi":"10.7577/NBF.1323","DOIUrl":"https://doi.org/10.7577/NBF.1323","url":null,"abstract":"Foreliggande studie fokuserar pa hur barns overgangar till och fran forskoleklass organiseras pa olika skolor. Via en webbaserad enkat soks skolledares argument for denna organisering. I analysen n ...","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128435450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Foregribelsens dialektik: ”skolens” nærvær i børnehavens pædagogiske værdiunivers","authors":"Bent Olsen","doi":"10.7577/NBF.998","DOIUrl":"https://doi.org/10.7577/NBF.998","url":null,"abstract":"Abstract: The article presents a study of some 700 day-care staff member’s attitudes towards children’s transition from kindergarten to a coming life as pupils in the school system. The transition is studied as rites of passage and as ascesis along the concept of Bildung. In addition findings are also analyzed along the value horizon of autonomy and conformity. The theoretical approach is based on the framework developed by Pierre Bourdieu, and the Grid Group Cultural Theory of Mary Douglas. The empirical part consists of answers to a questionnaire from some 700 staff members of 80 kindergartens in two Danish municipalities. The conclusions points to a high potential of conformist values and points to the long ignored ascetic dimension of Bildung as a central issue in the educational efforts of transition.Sammendrag: Artiklen praesenterer fundene fra en undersogelse af bornehaveansattes holdninger til forberedelsen af bornene frem mod deres kommende liv som elever i skolesystemet. Overgangen er undersogt som ritualer og askese i forlaengelse af dannelsesbegrebet. Forskningsarbejdet i sin helhed bygger pa Pierre Bourdieus og pa Mary Douglas’ teoretiske rammevaerk. Den empiriske del bestar af sporgeskemabesvarelser fra 700 ansatte i 80 bornehaver i to danske kommuner. Data her fra er analyseret langs en vaerdiakse fra konformitet til autonomi. Konklusionen peger pa en klar tilbojelighed i personalets paedagogiske vaerdier mod vaegtning af konformitet og ikke autonomi i arbejdet med bornenes overgang til skolelivet. Endelig droftes en miskendt side ved de paedagogiske dannelsesambitioner i form af de afkald, et dannelsesarbejde forudsaetter.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127995152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Structural conditions for children's play in kindergarten","authors":"M. Martinsen","doi":"10.7577/NBF.1426","DOIUrl":"https://doi.org/10.7577/NBF.1426","url":null,"abstract":"This article explores how the organisation of children, physical space and materials influences the structural conditions of play in kindergartens in Norway. The main purpose is to analyse relations between the organizational model of the kindergarten and these structural conditions of play. The result are based on a survey and interviews with head teachers and pedagogical leaders from 127 kindergartens. The results indicate that the kindergarten’s choice of organizational model provides varying structural conditions for children`s play. One can conclude that some of the variables included in the study, like access to play materials and group size, may promote the quality of children’s play.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115136603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"En teoretisk utdyping av rom og materialitet som pedagogisk ressurs i barnehagen","authors":"Solveig Nordtømme","doi":"10.7577/NBF.1429","DOIUrl":"https://doi.org/10.7577/NBF.1429","url":null,"abstract":"Abstract: This article is a theoretical exploration with the aim of discussing an ontological basis for space and materiality as educational resources in kindergarten. Attention is directed on children’s play experiences interacting with space and materiality, and how children use and create space. The metaphors front stage, space in between, and backstage (inspired from Erving Goffman, 1969), which form the study's main findings, are used as the backdrop for the issue and analyzes. The empirical material used in this exploration has been collected with an ethnographic methodological approach in two kindergartens. Maurice Merleau-Ponty’s (1962) focus on bodily experience and presence in space, along with concepts from Latour’s (2005) actor-network theory, is used to explore the data. The article contributes with theoretical tools for professionals in kindergarten teaching, to shed light on the importance of space, materiality and play in children's everyday life in kindergarten.Sammendrag: Denne artikkelen diskuterer et ontologisk grunnlag og er en teoretisk utforskning av rom og materialitet som en pedagogisk ressurs i barnehagen. Oppmerksomheten er rettet mot barns lekeerfaringer i samspill med rom og materialitet, og hvordan barn bruker og skaper rom. Metaforene hovedrom, mellomrom, og bakrom (inspirert fra Erving Goffman, 1969), som danner studiens hovedfunn, blir brukt som et bakteppe for problemstilling og analyser av det empiriske materialet fra to barnehager. Maurice Merleau-Ponty publikasjoner The Phenomenology of Perception (Merleau-Ponty, 1962) med sitt fokus pa kroppslig erfaring i levd rom, blir brukt sammen med begreper fra Latours aktor-nettverksteori (Latour 2005) til a utforske hvordan rom og materialitet kan vaere pedagogiske ressurser. Artikkelens kunnskapsbidrag er a presentere et teoretisk verktoy for barnehageprofesjonen og kunnskaper om lekens betydning i barns hverdag i barnehagen.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131129060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Innledningsartikkel til temanummer om Barn og rom","authors":"Ellen Beate Hansen Sandseter","doi":"10.7577/NBF.1424","DOIUrl":"https://doi.org/10.7577/NBF.1424","url":null,"abstract":"I lys av utviklingen av barnehagens posisjon i det norske samfunnet og debatten om effekter av barnehagens fysiske miljo og organisering, dannet en gruppe tverrfaglige og tverrinstitusjonelle barnehageforskere i 2004 forskningsnettverket Barn og Rom. Nettverkets mal har vaert a \"skape ny og forskningsbasert kunnskap om det fysiske miljoets betydning for barn, og samtidig vaere et forum for kunnskapsdeling, utvikling av felles forskningsprosjekter, formidling og publisering, samt internasjonalt samarbeid med andre aktorer og forskningsgrupper\". Forskningsnettverket opererer med en definisjon av \"Barn og Rom\" som i vid forstand omfatter hele det fysiske miljoet barn vokser opp i. Dette inkluderer ulike landskap, for eksempel byen og naturen, steder, bygninger, ute- og innerom, innredning, mobler, utstyr, installasjoner og lekeapparater. Likevel har nettverket hatt et saerlig fokus pa barnehagens fysiske miljo og dets betydning for barn, personalet og den pedagogiske virksomheten og hvordan miljoet forstas, organiseres, skapes og endres av personalet og barn i barnehagen. Dette temanummeret er et resultat av noen av nettverksmedlemmenes arbeid de siste arene og presenterer en stor bredde bade i metodisk tilnaerming sa vel som tematisk tilnaerming til temaet \"Barn og rom\".","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129898637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Klatring i trær og hyttebygging: - om barns lek og lekesteder ute","authors":"Merete Lund Fasting","doi":"10.7577/NBF.1431","DOIUrl":"https://doi.org/10.7577/NBF.1431","url":null,"abstract":"Abstract: This article describes 10 year old children`s play in nature during school hours. However, my result does equally reflect on children in kindergarden as well. Observation and conversation was used as methods as well as pictures. The children’s play in the trees and building huts was conducted in groups, and their communication was nonverbal with each other and with the nature. However; the girls reveal that they enjoy their conversations while being in the tree. The children often play at the same place over and over. This is significant to the evolution of the play and the children’s communication with their places in nature.Sammendrag: Denne artikkelen omhandler 10 ar gamle barns lek pa natursteder i skoletida. Selv om studien omhandler 10 aringer sa kan kunnskapen den frembringer ogsa vaere viktig for a forsta barnehagebarns lek og tilknytning til sine lekesteder i barnehagen. Metodene som ble brukt for a undersoke barnas lek var observasjoner og samtaler med barna, i tillegg til fotografier. Barnas lek i traerne og i hyttebyggingen karakteriseres ved at de er flere sammen, og barna har en kroppslig dialog med hverandre og omgivelsene i leken. Barna snakker i liten grad sammen om leken og hvordan de skal leke; deres kommunikasjon er hovedsakelig nonverbal. Men nar jentene sitter i treet forteller de meg at de liker a sitte og snakke. Barna leker pa steder hvor de har vaert mye for, og dette har en betydning for barnas lek og barnas kommunikasjon med deres steder.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"171 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115968613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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