Nordisk Barnehageforskning最新文献

{"title":"Acquisition of the majority language in Norwegian ECEC: Relating language-learning environment in ECEC to expressive vocabulary","authors":"Joakim E. Hansen, E. Eliassen, Anna Sara Hexeberg Romøren, Rasmus Kleppe, Nina Gram Garmann, Elisabeth Bjørnestad","doi":"10.23865/nbf.v20.293","DOIUrl":"https://doi.org/10.23865/nbf.v20.293","url":null,"abstract":"Developing proficiency in the language(s) spoken in any given society is crucial for the inclusion and attainment of children in that society. With an enrolment rate in Norwegian early childhood education and care (ECEC) of 93.4% for children between age one and five, ECEC constitutes an important out-of-home learning environment for children in Norway. In this study, we examine how the quality of language-learning environments in toddler and preschool groups predicts children’s expressive vocabulary in the majority language depending on children’s home languages. Data from the quality rating scales ITERS R and ECERS-R were used to model quality factors related to expressive vocabulary in toddler and preschool groups. The sample included 1,078 children (876 children with parents who spoke the majority language exclusively, 104 children with one parent who spoke the majority language and one parent who spoke another language, and 57 children with no majority language speaking parents). The results show that the quality of the language-learning environment in toddler and preschool groups is positively associated with expressive vocabulary in the majority language at age three and five, but only for children whose parents spoke the majority language exclusively.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117258806","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":"Strengthening leadership skills through embodied learning in Early Childhood Teacher Education","authors":"G. Meyer, Ingunn Reigstad","doi":"10.23865/nbf.v20.292","DOIUrl":"https://doi.org/10.23865/nbf.v20.292","url":null,"abstract":"This research paper presents a qualitative, single case study based on empirical material collected duringa course in microteaching in Norwegian Early Childhood Teacher Education. Our research question is: What leadership skills do students develop in Early Childhood Teacher Education through embodied learning with microteaching?\u0000We aim to increase research-based knowledge of interdisciplinary and student-active leadership learning, using drama and pedagogy. This paper reports an analysis of last-year-students’ experiences of pedagogical leadership, captured through video documentation, written reflection assignments, and written evaluative assignments. We use thematic analysis, and find three main themes: embodied expression, embodied reflection, and embodied collaboration.\u0000Norwegian ECEC teachers seem to lack competence on leadership (Ministry of Education, 2018). Our research contributes on how to strengthen the students’ leadership skills. Students express that through embodied learning they have strengthened their self confidence, ability for reflection, creativity, and giving and receiving feedback, which are important leadership skills. The students report that their embodied experience has given them embodied learning.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115577238","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":"Hvordan forstå progresjon i barnehagens rammeplan","authors":"Aud Torill Meland","doi":"10.23865/nbf.v20.355","DOIUrl":"https://doi.org/10.23865/nbf.v20.355","url":null,"abstract":"En viktig endring mellom tidligere rammeplaner for barnehagen og rammeplanen av 2017 er at sistnevnte har en eksplisitt progresjonsorientering. Barnehageansatte skal sørge for progresjon og utvikling i barnehagens innhold. De skal planlegge for progresjon både for enkeltbarn og barnegruppen. Selv om progresjon har vært understreket av tidligere rammeplaner, er området lite undersøkt. Det er begrenset forskning på progresjon i barnehagesammenheng, men artikkelen løfter likevel frem perspektiv som kan være med å forklare begrepet teoretisk. Å legge til rette for progresjon krever imidlertid en forståelse av hvordan progresjon kommer til uttrykk i rammeplanen. Hensikten med denne artikkelen er å utforske hvordan progresjon fremstår i rammeplanen avgrenset til fagområdets målformuleringer. Dokumentanalyse anvendes som metode. Studien viser at på samme måte som skolens læreplan, uttrykker rammeplanen progresjon gjennom verb, kompleksitet og kvalitet. Verb uttrykker progresjon i utvikling av mestring og ferdigheter. For eksempel formidles en progresjon med kroppen som utgangspunkt med verb som å oppleve fysiske aktiviteter, videreutvikle motoriske ferdigheter, vurdere og mestre risikofylt lek gjennom kroppslige utfordringer.\u0000English abstract\u0000An important difference between previous framework plans for kindergarten and the framework plan of 2017 is that the last one has an explicit progression orientation. Kindergarten staff shall ensure progression and development in kindergarten content for each child and for the group of children as a whole. In kindergartens all children shall develop, learn, and experience progress. Although progression has been emphasized by previous framework plans, the area has been little investigated. Research on progression in kindergartens is hardly present. Nevertheless, the article highlights perspectives that may help explain the concept theoretically. However, facilitating progression requires an understanding of how progression is expressed in the Framework Plan for Kindergartens. The intention of this article is to explore how progression appears in the Framework Plan limited to the learning area’s goal formulations. Document analysis approach was followed. The study shows that in the same way as the school curriculum, the Framework Plan expresses progression through verbs, complexity and quality. In addition, the verbs express progression in the development of children’s mastery and skills. For example, verbs as experience physical activities, develop motor skills, evaluate and master risky play through physical challenges convey a progression in the use of the body.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129675642","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":"Present but silent? The use of languages other than Norwegian in mainstream ECEC","authors":"A. S. H. Romøren, Nina Gram Garmann, E. Tkachenko","doi":"10.23865/nbf.v19.310","DOIUrl":"https://doi.org/10.23865/nbf.v19.310","url":null,"abstract":"In this paper we present a survey-based study on multilingual practices in 47 ECEC (early childhood education and care) centres, mainly in eastern Norway. Our main concern was to investigate the languages known by staff and children and to explore the extent to which these languages are in active use in day-to-day activities. Our data showed that both staff and children in the selected ECEC groups spoke several languages in addition to Norwegian. Even so, a considerable proportion of the languages known by staff and children were never or rarely in use, and in many ECECs the use of languages other than Norwegian mainly took place when parents were present or when children played without staff interference. We discuss our findings considering theories of multilingual education, asking how ECEC staff can work in order to allow for languages other than Norwegian to be more explicitly considered part of the ECEC language learning environment.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126491188","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":"Lyssnande undervisning i förskolan","authors":"S. Lindstrand, Robert Lecuasay, Lina Mrak","doi":"10.23865/nbf.v19.294","DOIUrl":"https://doi.org/10.23865/nbf.v19.294","url":null,"abstract":"Den här artikelns fokusområde placeras i forskningssamtalet om hur undervisning kan förstås i förskolans praktik. Mer precist undersöks kopplingen mellan förskollärares reflektioner om sin undervisning och förskolans kultur med stöd av forskningsfrågan Hur beskrivs och arrangeras undervisning i den här förskolan? Studiens deltagare representerar två arbetslag på en förskola som beskriver sig arbeta utifrån välkomnandets och lyssnandets pedagogik. Empirin består av material från ett reflektionssamtal utifrån dokumentationer som förskollärarna menar berört dem eller haft betydelse för undervisning i ett pedagogiskt hållbarhetsprojekt med fokus på växtrötter och teckenskapande. Utformningen och analysen av reflektionssamtalet utgick från kommunikation ur kulturellt förhållningssätt (Carey, 1992; Dewey, 1916) och en förståelse för förskolor som idiokulturer (Fine, 1979, 2012). Analysen resulterade i tre områden: Undervisningsprocesser i rörelse, Förskollärarnas deltagande och närvaro och Urskiljande av kunskapsområden genom lyssnande. Resultatet diskuteras genom förskolans undervisningskultur, hur läroplanen visar sig i barns göranden ochundervisningens relationer. \u0000ENGLISH ABSTRACT\u0000Teaching as listening in preschoolIn this article we focus on the ongoing research discussion concerning how the concept of teaching can be understood in preschool practice. In particular, we examine the connection between preschool teachers’ reflections on their own teaching and the culture of the preschool in which they work. This study is guided by the research question: How is teaching described and arranged for in the teachers’ preschool? The seven participating preschool teachers were drawn from two departmental teams that described themselves as working from a Pedagogy of Welcoming and Listening. The empirical materials are drawn from reflection conversations held with the preschool teachers in which the teachers discussed documentation they considered personally significant for their teaching in a recent education for sustainability project focused on play roots and semiotic production. The design and analysis of these conversations was based on cultural theories of communication (Carey, 1992; Dewey, 1916), and an understanding of preschool education as a situated cultural development process, preschools as idiocultures (Fine, 1979, 2012). Our analysis led to the description of three perspectives representative of the preschool teachers’ meaning-making in relation to teaching: Teaching processes in motion, Preschool teachers’ participation and presence, and Discernment of knowledge domains by listening to children’s actions. The result is discussed in terms of the preschool’s teaching culture, the ways in which the national preschool curriculum is manifest in the children’s actions, and the social and material relationships underpinning teaching. ","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122176777","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":"Förskollärares reflekterade praktik – en undersökning om pedagogisk handledning och pedagogisk dokumentation","authors":"T. Häikiö","doi":"10.23865/nbf.v19.263","DOIUrl":"https://doi.org/10.23865/nbf.v19.263","url":null,"abstract":"Studien syftar till att belysa praxisbaserade perspektiv på yrkesverksamhet i förskolan på en övergripande nivå, och specifikt förskollärares reflekterande processer kring rollen som pedagogisk handledare och arbetet med pedagogisk dokumentation. Studien bygger på förskollärares analyser av reflekterad praktik i förskolan i skriftliga texter baserade på deras studentlogg under en universitetskurs i en akademisk fortbildning till pedagogiska handledare. I resultatet framkommer hur förskollärarna reflekterar kring potentiella möjligheter med handledarrollen, men också svårigheter med pedagogisk handledning och pedagogisk dokumentation som arbetsmetod utifrån sin personliga utveckling under fortbildningen. Resultatet visar hur förändrade förutsättningar riskerar att leda till försämrad kvalitet i förskolan och hur pedagogisk handledning kan vara ett sätt att sprida kunskap och stärka kollegial samverkan och kvalitet.\u0000ENGLISH ABSTRACT\u0000Preschool teachers’ reflected practice – a study on pedagogical supervision and pedagogical documentation\u0000The study aims at shedding light on practice-based perspectives on professional activities in early childhood education on an overall level, and specifically preschool teachers’ reflective processes on the role as pedagogical supervisor and the work with pedagogical documentation. The study is based on preschool teachers’ analyzes of their reflected practice in preschool in written texts based on student logs during an academic professionalization course to become pedagogical supervisors. The results show how the preschool teachers reflect on potential opportunities with the role of supervisor, but also difficulties with pedagogical supervision and pedagogical documentation as a working method based on their personal development during the academic training. The results show how changed conditions risk leading to deteriorating quality in preschool and how pedagogical supervision can be a way to spread knowledge and strengthen collegial collaboration and quality.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128596111","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":"Å gjøre «hørestyrke» til en mindre fortelling om barns språk","authors":"Kari Lerbak, Tonje Skoglund, Ann Merete Otterstad","doi":"10.23865/nbf.v19.246","DOIUrl":"https://doi.org/10.23865/nbf.v19.246","url":null,"abstract":"I boka Lyttende pedagogikk trekker Ann Åberg og Hillevi Lenz Taguchi (2006) hørestyrke fram som en del av en lyttende pedagogikk. I boka refereres det til Filip som omtaler hørestyrke som å høre nøye etter. Vi er inspirert av Filip og hans ide om hørestyrke for å undersøke tettere hva barns språk kan romme. Vi prøver ut «å gjøre hørestyrke » og spør hva det kan være. Vi er interessert i hva, hvor og hvordan «å gjøre hørestyrke» kan åpne for å lytte til hele kroppen, rytmer, tramp og lette bevegelser. I prosessen med å utforske potensial av hva «å gjøre hørestyrke » kan handle om, har vårt empiriske materiale vært en mobilfilm av et barn som utforsker en kjøkkentrapp ute, samt utvalgte stillbilder, samlet inn via en mobiltelefon. Med spesiell interesse for hvordan kropper, vitalitet, bevegelser, lyd og rytme kommer fram gjennom mobilfilmen, bruker vi begrepene til Deleuze og Guattari; et mindre språk, maskineri og territorier (1994) som analyseverktøy. Begrepene brukes som mulige inspirasjoner til å undersøke det «å gjøre hørestyrke». Et av potensialene til «å gjøre hørestyrke» kan være «emergent lytting» (Davies, 2014) der også taushet og det mer-enn-menneskelige fenomenet gis verdi. Drøftingen kommer fram innunder overskriftene territorium, fellesskap som vitalitetskraft og det stille tause. \u0000ENGLISH ABSTRACT\u0000Exercising ‘strong listening’ towards a minor story of children’s languageIn the book ‘Lyttende pedagogikk’/Pedagogy of listening by Ann Åberg and Hillevi Lenz Taguchi (2006) it is suggested ‘strong listening’ (hørestyrke) as a part of pedagogy of listening. The book describes the voice of the child Filip who says that ‘strong listening’ is about listening carefully. Inspired by Filip and his idea of ‘strong listening’, we try to investigate what children’s language can offer. By exercising ‘strong listening’ and ask what it could be, our interest is to question what, where and how ‘strong listening’ can open for listening to the whole body, rhythms and movements. In the process of exploring the potentials of ‘strong listening’, our empirical material has been a mobile film of a child exploring a step ladder outside, as well as selected still images collected via a mobile phone. With special interest of how bodies, vitalities, movements, sounds, and rhythms emerge through the mobile film, we use the concepts of Deleuze and Guattari; a minor language, machines, and territories (1994) as analytical tools. The concepts are used as possible inspirations to examine the ‘strong listening’. One of the potentials of ‘strong listening’ can be ‘emergent listening’ (Davies, 2014) where silence and the more-than-human also are given value. The discussions in the article are presented under the headings ‘Territorium/territories’, ‘Fellesskap som vitalitetskraft/collectivness as vitalities’ and ‘Det stille tause/the silent silence. ","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126132971","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":"Lytte fram forundringsøyeblikk","authors":"Ingrid C. Nordli, Kristian Skog","doi":"10.23865/nbf.v19.238","DOIUrl":"https://doi.org/10.23865/nbf.v19.238","url":null,"abstract":"I denne artikkelen reflekterer vi over hvordan den lyttende pedagogen i gjensidig dialog med barn, ved hjelp av pedagogisk dokumentasjon, kan fange barns forundringsøyeblikk under tilegnelsen av trinn i lytteprosessen. Med utgangspunkt i en praksisfortelling med sang- og lytteaktiviteter, beskriver vi lyttetrinnene hos barn og reflekterer over deres forundringsresponser når de møter noe nytt. Forundringsresponsene beskrives som lyttemarkører og empirien er hentet fra én konkret lyttesituasjon. Resultatet viser at 3–6-åringer har synlige markører som kan knyttes til lyttetrinnene. Pedagogisk dokumentasjon viser at lyttemarkørene for trinnene forstå, huske og evaluere overlapper, som vanskeliggjør å avgjøre hvilket trinn de representerer. Derav presenterer vi synspunktet at lytteprosessen best lar seg beskrive sekvensvis. Formålet med artikkelen er å bidra til metodeutvikling for identifisering av skjulte trinn i barns lytteprosess. Samtidig er det et mål å framstille pedagogisk dokumentasjon som et demokratisk og hensiktsmessig redskap for å undersøke barns tilegnelse av lytteferdigheter.\u0000ENGLISH ABSTRACT\u0000The search for listening moments of wonder\u0000In this article we reflect on how the listening pedagogue in reciprocal dialogue with children and on the grounds of pedagogical documentation, can capture moments of wonder in children’s acquisition of steps in the listening process. Based on a narrative of song and listening activities, we describe the listening steps and reflect on children’s responses regarding their wonder when faced with something new, in this case tonal change during singing. The responses of wonder are described through listening markers. Data is collected from one listening situation. The result shows that children at 3–6 years have visible listening markers that can be connected to listening steps. Pedagogical documentation reveals that listening markers of the steps understand, remember and evaluate, overlap, making it difficult to decide which step they represent. Hence, we regard the listening process to be best described in sequences containing a variation of steps. The purpose of this work is to contribute to the development of a method for identifying listening markers for hidden steps in children’s listening process. Simultaneously, it is a goal to portray pedagogical documentation as a democratic and suitable tool for the examination of children’s acquisition of listening skills.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127395150","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":"Har «øyeblikkets pedagogikk» fortsatt en plass i barnehagen?","authors":"Tove Lafton, Heidi Hauge","doi":"10.23865/nbf.v19.247","DOIUrl":"https://doi.org/10.23865/nbf.v19.247","url":null,"abstract":"I denne artikkelen undersøker vi hvordan barnehagelærerens rom til å lytte, og kraft til å fokusere på de barna som er til stede her og nå, kan aktiveres, og om et begrep som «øyeblikkets pedagogikk» har en plass i barnehagen. Vårt teoretiske utgangspunkt bygger på Haraways begrep becoming-with, og ideen om at resultatet av barns læringsprosesser ikke kan forutsies. En flat ontologi er valgt for å kunne drøfte relasjonene mellom styringsdokumenter, profesjonsutøvere, barn, fysisk miljø og andre faktorer i samme apparat. Vår metodologiske inngang er narrativer fra barnehagen, og fortellingene produserer samlet sett et «nettverk av fortellende mening» når vi undersøker hvilke muligheter for demokratisk deltagelse for alle barn som finnes i dagens barnehagepraksiser. I analysene fokuserer vi på hvilke muligheter som ser ut til å materialiseres i barnehagepraksisen når deltagerne ikke sees som fiksert eller logisk. Pedagogiske handlingsmuligheter trer fram som mangetydige, og betydningen av å skape en delingskultur drøftes. Spørsmål om demokrati, makt og tid berøres i diskusjonen og kobles til hvilke muligheter de kan åpne for barn.\u0000ENGLISH ABSTRACT\u0000Are there room for «pedagogy-of-the-moment» in todays kindergarten?In this article, we examine how early childhood pedagogues can activate their ability to listen to and focus on the children present here and now, and to what extent a concept such as “pedagogy of the moment” has a place in today’s kindergarten. Our theoretical starting point is Haraway’s concept of becoming-with, together with an idea that children’s learning usually takes place without knowing the outcome in advance. A flat ontology is adopted to be able to discuss the relationships between policy documents, professional knowledge, children’s meaning making, physical environment, and other significant factors in the same apparatus. Our methodological approach is narrative inquiry. The narratives collectively produce a “network of narrative meaning” when we examine the opportunities for democratic participation for all children taking part in today’s early childhood educational system. In the analyses, we focus on the possibilities that seem to materialize in kindergarten practice when the participants are not seen as fixed or logical. Pedagogical possibilities arise as uncertain, making a culture of reflective sharing important. Questions about democracy, power, and time are touched on in the discussion and connected to what opportunities can be created.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130303378","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":"Det lyttende i dialogen i et partnerskap mellom barnehagen og UH-sektor","authors":"Hege Cathrin Sennerud, Heike Angela Rieck, Sandra Elise Sekkouri, Christina Berg Tveitan","doi":"10.23865/nbf.v19.237","DOIUrl":"https://doi.org/10.23865/nbf.v19.237","url":null,"abstract":"Denne artikkelen tematiserer hvordan lyttende pedagogikk kan åpne opp for at flere stemmer i dialoger mellom UH-sektoren og barnehagen kan synliggjøres i et ReKomp-partnerskap. De fire artikkelforfatterne er i tett samarbeid med flere barnehager og har en deltakende rolle i ulike barnehagers utviklingsarbeid. Empirien som denne artikkelen er basert på er fra 2019 til 2021, der fokuset har vært på samarbeid med personalet i barnehagen. Deltakelsen har foregått i barnehagehverdagen; personalmøter, møter med pedagogiske ledere og avdelingsmøter. Forfatterne utforsker hva pedagogisk dokumentasjon kan bli når lyttende pedagogikk er et bærende element i samarbeidene med barnehagene. Den teoretiske inngangen for utforskning av tematikken er Mikhail Bakhtins litteraturteoretiske og språkfilosofiske perspektiv. Lyttende pedagogikk og plassen den kan ha i barnehagen utvides gjennom begrepene dialog, lytting og latter, som er hentet fra dette perspektivet. Det empiriske materialet bygger på utdrag fra dialoger mellom forfatterne og danner grunnlag for artikkelens diskusjon og analyse. Å være i partnerskap er komplekst og mangesidig, noe forfatterne synliggjør gjennomgående i artikkelen.\u0000ENGLISH ABSTRACT\u0000Dialogic Listening in a Partnership between Kindergarten and Higher Education Sector\u0000This article discusses how the pedagogy of listening can foster dialogue between the higher education sector and kindergartens in a ReKomp partnership. The authors of this article are in close interaction with several kindergartens and play a participatory role in the development work of different kindergartens. This article is based on empirical data from 2019 to 2021, where the focus was on interacting with kindergarten staff. Participation took place in everyday kindergarten life and meetings with staff, department members and pedagogical leaders. The authors explore the potential of pedagogical documentation when the pedagogy of listening is a fundamental element in collaboration with kindergartens with respect to Mikhail Bakhtin’s literary theoretical and linguistic perspectives. Listening pedagogy and its potential in kindergartens are expanded through the concepts of dialogue, listening and laughter that are taken from this perspective. The empirical material is based on excerpts from dialogues between the authors and forms the basis for the discussion and analysis of the article. Being in a partnership is complex and multifaceted, which the authors highlight throughout the article.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130832510","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}