Nordisk Barnehageforskning最新文献

{"title":"How do beginning preservice kindergarten teachers’ evaluations of mathematical apps provide insights into their understandings about bildung (danning) for young children?","authors":"Mona Vee","doi":"10.23865/nbf.v20.268","DOIUrl":"https://doi.org/10.23865/nbf.v20.268","url":null,"abstract":"In this article, evaluations of apps from kindergarten preservice teachers were analysed in relationship to their understandings about children’s cultural formation. The Artifact-Centric Activity theory, a theoretical model based on Cultural-Historical Activity theory, was used in this study to identify how kindergarten preservice teachers considered that the digital games could engage children in mathematics. This analysis gave insights into what the kindergarten preservice teachers considered to be appropriate mathematics for young children and how they should learn it, which can be contributors to children’s cultural formation. The results of this study give insights into how teacher education could be changed so that kindergarten preservice teachers could include other aspects in evaluating apps, such as connections to play and creativity, in alignment with the requirements of the Framework Plan. Making the kindergarten preservice teachers aware of the need for the inclusion of such foci is likely to affect kindergarten children’s potential cultural formation.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129639960","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":"Lek med problemer","authors":"Trude Fosse, Troels Lange, Tamsin Meaney","doi":"10.23865/nbf.v20.280","DOIUrl":"https://doi.org/10.23865/nbf.v20.280","url":null,"abstract":"Med gjeninnføring av lek i skolens læreplan er det behov for å vurdere hvordan lek har vært knyttet til matematikk i barnehagen. Vi bruker en modell som kobler sammen barns lek med det å stille og å løse problemer, til å analysere barnehagebarns engasjement med digitale apper og til andreklassingers skriving av regnefortellinger. Analysen viser hvordan lek kan oppstå når barna stiller problemer, og når de prøver ut ulike løsningsstrategier. Vi anser at resultatet av forskningen kan gi innsikt til matematikklærere i de første skoleårene om lekens potensial i arbeid med problemstilling og problemløsning.\u0000English abstract\u0000Play with problems\u0000With the reintroduction of play in the school’s curriculum, there is a need to assess how play has been linked to mathematics in kindergarten. We use a model that connects children’s play with posing and solving problems to analyse kindergarten children’s involvement with digital apps and 2nd grade students’ writing of regnefortellinger or number stories. The analysis shows how play can occur when the children pose problems and when they try out different solution strategies. We believe that the results of the research can provide insight to mathematics teachers in the first years of school about the potential for play in problem posing and problem solving.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126329077","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":"Krav om progresjon: Hvordan beskrives progresjon i arbeidet med fagområdet antall, rom og form i barnehagens årsplaner?","authors":"Elena Bøhler","doi":"10.23865/nbf.v20.272","DOIUrl":"https://doi.org/10.23865/nbf.v20.272","url":null,"abstract":"Artikkelen setter søkelys på begrepet progresjon og presenterer funn om hvordan progresjon i arbeidet med fagområdet antall, rom og form fremstilles i barnehagenes årsplaner. Tradisjonelt knyttes progresjonsbegrepet til læringsperspektiver i forbindelse med skoleopplæring, men det er lite forskning om progresjon i barnehagekonteksten. Samtidig rapporteres det om utfordringer for praksisfeltet med å tyde begrepet. Studier ble utført ved bruk av kvalitativ innholdsanalyse som metodologisk tilnærming. Resultatene indikerer en tendens med overgang fra orientering mot barns egne handlinger i arbeid med matematikk til orientering mot kunnskap og innlæring av begrep (her eksemplifisert ved formbegreper). Artikkelen problematiserer flere trekk ved årsplaner, blant annet formulering av oppgaver etter aldersgrupper, prioritering av matematiske temaer og utfordringer ved synliggjøring av kontinuitet.\u0000ENGLISH ABSTRACT\u0000Requirements for progression: How is progression described in the work with the subject area number, space and shape in the kindergartens’ annual plans?\u0000The article sheds light on the concept of progression and presents findings on how progression in the work with the subject area antall, rom og form (number, space and shape) is presented in the kindergartens’ annual plans. Traditionally, the concept of progression is linked to learning perspectives in connection with school education, but there is little research on progression in relation to kindergarten. At the same time, challenges are reported for the practice field in interpreting the term. Studies were performed using qualitative content analysis as a methodological approach. The results indicate a tendency with a transition from orientation towards children’s own actions in work with mathematics to orientation towards knowledge and learning of concepts (here exemplified by shape-concepts). The article problematizes several features of annual plans, such as formulation of tasks by age groups, prioritization of mathematical topics and challenges in making continuity visible.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122900404","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":"Special issue on mathematics in early childhood education","authors":"T. Meaney, Elin Kirsti Lie Reikerås, Camilla N. Justnes","doi":"10.23865/nbf.v20.494","DOIUrl":"https://doi.org/10.23865/nbf.v20.494","url":null,"abstract":"\"Mathematics is an important part of children’s daily life. The value of mathematics for young children is reflected in curricula for early childhood in the Nordic countries and consequently, mathematics education courses are included in teacher education for early childhood. However, mathematics in early childhood education is understood in different ways, influenced by both politics and research, and practitioners’ approach to the field. As a field of research, mathematics education for young children is fairly new in the Nordic countries.\"","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123078635","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":"Et innblikk i barns tallforståelse på slutten av barnehageårene gjennom digitale oppgaver","authors":"Gunnhild Saksvik-Raanes, Trygve Solstad, Yvonne Grimeland","doi":"10.23865/nbf.v20.279","DOIUrl":"https://doi.org/10.23865/nbf.v20.279","url":null,"abstract":"I denne studien undersøkte vi tallforståelsen hos 77 femåringer fra fem ulike barnehager med digitale oppgaver. Kvantitative analyser av datamaterialet viste at det allerede før skolestart var stor spredning i barnas tallforståelse. Sammenlignet med det som er kjent fra før om norske barns utvikling av tallforståelse i barnehagealder, viste gruppen vi undersøkte overraskende godt utviklet tallforståelse. Vi diskuterer hva resultatene kan bety for den pedagogiske aktiviteten i barnehagen med tanke på å tilpasse aktiviteter til barns tallforståelse. \u0000ENGLISH ABSTRACT\u0000An insight into five-year-old children’s number sense in Early Childhood Education using digital tasks\u0000In this study we investigated the number sense of 77 five-year-old children from five early childhood education institutions using digital assessment tasks. From quantitative analyses of the data, we found a large variability in the children’s number sense already before the start of formal education. Compared to what is known about Norwegian children’s development of number sense in Early Childhood Education, many children showed a surprisingly well- developed number sense. We discuss what these results could mean for learning activities in early childhood education. ","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127680946","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":"Mathematics and higher-order thinking in early childhood education and care (ECEC)","authors":"","doi":"10.23865/nbf.v20.298","DOIUrl":"https://doi.org/10.23865/nbf.v20.298","url":null,"abstract":"\u0000This article investigates the perspectives of Norwegian early childhood educators on mathematics and higher-order thinking. Thematic analysis of the connection between mathematics and children’s higher-order thinking skills was performed based on semi-structured interviews with ten educators in three different early childhood education and care (ECEC) centres. The findings suggest that educators, recognising mathematics as vital for ECEC, associate mathematics with problem-solving, an aspect of higher-order thinking skills highlighted in the research literature. The educators identified many opportunities for working with mathematics in daily activities, in accordance with the Norwegian tradition in recent years. Our results provide insights into how mathematics can support early childhood educators’ stimulation of higher-order thinking in the Norwegian ECEC context.\u0000","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133375199","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":"När dela lika är olika","authors":"","doi":"10.23865/nbf.v20.256","DOIUrl":"https://doi.org/10.23865/nbf.v20.256","url":null,"abstract":"En av nyckelfrågorna inom hållbar utveckling handlar om fördelning av resurser, en fråga som berör värderingar och har flertalet matematiska egenskaper. Denna artikel fokuserar på förskolebarns kollektiva resonemang om fördelning av mängder, när matematiken dominerar resonemanget alternativt ersätts av eller kombineras med hållbara etiska resonemang. Två barn, 4 och 6 år, löste tillsammans sex olika fall. Data ana­lyserades med två ramverk: ett som handlar om kollektiva matematiska resonemang och fokuserar på innehållet i argumenten, och ett som handlar om processen att skapa etiska resonemang. Resultaten visar att enkla situationer löstes främst med matematiska resonemang med transformationen delningsdivison, men där värderingar blev påtagliga tog hållbara etiska resonemang över. Det fanns också en överlappning där matematik användes för att styrka ett etiskt resonemang. Barnen demonstrerade resonemangskompetens och implikationer av detta diskuteras.\u0000English abstract\u0000When fair share is not equal\u0000One of the key questions within sustainable development is allocation of resources, a question that comprises values and has several mathematical properties. This paper focuses on preschool children’s collective reasoning about sharing, when mathematical reasoning dominates or is replaced or combined by sustainable ethical reasoning. Two children, age 4 and 6, solved six cases together. Data was analysed using two frameworks: one deals with collective mathematical reasoning and focus on the components of the arguments, and one about the process creating ethical reasoning. The results show that basic situations were often solved by mathematical reasoning concerning division, but when values were explicit, sustainable, ethical reasoning was used. There was also an overlap, where mathematical arguments were used to back up ethical reasoning. The conclusion is that the children demonstrated reasoning competence, and some implications are discussed.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123895752","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":"Bruken av sosiokulturelle og sosiomaterielle teorier i studier av barnehageansattes rolle i småbarns matematiske læringsprosesser","authors":"Jovana Ackovic","doi":"10.23865/nbf.v20.273","DOIUrl":"https://doi.org/10.23865/nbf.v20.273","url":null,"abstract":"Formålet med artikkelen er å beskrive hvordan Lev Vygotskijs og Karen Barads teorier i tidligere forskning har blitt brukt til å analysere barnehageansattes rolle i småbarns (opp til 3 år) matematiske lærings­prosesser. Disse teoriene er valgt fordi de har vært dominerende i nordisk forskning på voksenrollen i småbarns matematiske læringsprosseser. Studier som bruker sosiokulturell teori, basert på Vygotskijs arbeider, understreker betydningen av veilederrollen og sosial interaksjon som viktig for å bidra til småbarns matematiske læringsmuligheter. Forskning basert på Barads teori fremhever derimot tilrette­leggerrollen med vekt på læringsmuligheter som oppstår i småbarns kroppslige intra-aksjoner med det materielle miljøet. Studiene som er inkludert i undersøkelsen, indikerer at begge perspektivene gir ulik innsikt i barnehageansattes rolle i småbarns matematiske læringsprosesser. I fremtidig forskning vil det å kombinere begge perspektivene kunne bidra i forståelsen av variasjonen og kompleksiteten i barnehageansattes praksis og barnehageansattes perspektiver på voksenrollen i deres bidrag til småbarns matematiske læringsmuligheter.\u0000English abstract\u0000The use of sociocultural and socio-material theories in studies of the role of kindergarten employees in toddlers’ mathematical learning processes\u0000The purpose of the article is to describe how Lev Vygotsky’s and Karen Barad’s theories have been used to analyze the role of kindergarten staff in the mathematical learning processes of toddlers (up to 3 years old), in previous research. These theories were chosen because they have been dominant in Nordic research about the adult role in the mathematical learning processes of toddlers. The chosen studies which use socio-cultural theory, from the work of Vygotsky, emphasize the importance of the guiding adult and social interaction in providing mathematical learning opportunities for young children. Research based on Barad’s theory, on the other hand, highlights the role of facilitator that focuses on learning opportunities that arise in toddler’s bodily intra-actions with the material environment. The studies indicate that both perspectives provide different insights into the role of kindergarten staff in mathematical learning processes of toddlers. In future research, combining both perspectives could therefore contribute to understanding the variation and complexity in the practice of the kindergarten employees and their perspectives on the adult role in their contribution to toddler’s mathematical learning opportunities.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122775529","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":"Matematisering i lek på vetenskaplig grund","authors":"Camilla Björklund, Hanna Palmér","doi":"10.23865/nbf.v20.261","DOIUrl":"https://doi.org/10.23865/nbf.v20.261","url":null,"abstract":"I den här artikeln riktar vi uppmärksamhet mot uttrycket matematisera, myntat av matematikdidaktikern Hans Freudenthal och ofta använt i beskrivningar av förskolebarns matematiklärande. I artikeln problematiseras Freudenthals matematikdidaktiska ansats med fokus på hur matematisera framträder i undervisning där lek har en central roll. Mer explicit studeras hur form och innehåll i tre lekaktiviteter (94 videoinspelade observationer) tillsammans med barns och förskollärares ageranden möjliggör matematiserande utan att lekens ursprungliga värden förringas utan snarare vidgas eller fördjupas. Resultaten visar att undervisning som möjliggör matematiserande är en didaktisk utmaning där barns agency i lekaktiviteten, deras kunskaper om lekens struktur samt deras tidigare matematikkunskaper framstår som kritiskt. Pedagogiska implikationer är vikten av barns frihet att ta initiativ till att undersöka och använda matematik som är relevant för leken samt hur förskollärarens aktiva deltagande i leken främjar barnens agency.\u0000English abstract\u0000Mathematising in play on a scientific basis\u0000In this article, we aim to direct attention to the notion ‘mathematising’, drawing on Freudenthal. The notion has often been used in descriptions of mathematics education in the early years. In the article we problematise Freudenthal’s approach and focus on how mathematising appears in education where play is a central feature. More explicitly, form and content in three play activities (94 video-recordings) are ana­lysed in terms of how children’s and teachers’ interaction allows mathematising to be realised, without the original intentions with the play activity being broken or disturbed, but rather expanded and deepened. The results show that it is a challenge to integrate mathematising in play, where children’s agency, knowledge of the structure of the activity and initial mathematical ideas are critical. Pedagogical implications are the significance of children’s freedom to take initiatives to explore and make use of mathematics that is a relevant and useful part of play and the active participation of the preschool teacher in affording the child agency.\u0000 ","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"304 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116810332","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":"TAKK som specialpedagogiskt didaktiskt verktyg i förskolans undervisning","authors":"Linda Palla","doi":"10.23865/nbf.v20.330","DOIUrl":"https://doi.org/10.23865/nbf.v20.330","url":null,"abstract":"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. \u0000ENGLISH ABSTRACT\u0000SAAC as a special education didactic tool in preschool educationThe 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.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130783308","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}