Nordisk Barnehageforskning最新文献_第8页

Religious Festivals in Early Childhood Education and Care (ECEC) Institutions: A Norwegian Case Study 宗教节日在早期儿童教育和护理(ECEC)机构:挪威的案例研究

Nordisk Barnehageforskning Pub Date : 2017-12-18 DOI: 10.7577/NBF.2158

Kari Krogstad

引用次数: 6

Religiøse spiseforskrifter i barnehagen. En kvalitativ undersøkelse om barnehagers strategier for tilpasning i møte med islamske spiseforskrifter

Nordisk Barnehageforskning Pub Date : 2017-08-21 DOI: 10.7577/NBF.1736

Else Marie Øvrebø, Bengt-Ove Andreassen

{"title":"Religiøse spiseforskrifter i barnehagen. En kvalitativ undersøkelse om barnehagers strategier for tilpasning i møte med islamske spiseforskrifter","authors":"Else Marie Øvrebø, Bengt-Ove Andreassen","doi":"10.7577/NBF.1736","DOIUrl":"https://doi.org/10.7577/NBF.1736","url":null,"abstract":"Artikkelen baserer seg pa kvalitative forskningsintervjuer med styrere og pedagogiske ledere om hvordan barnehager imotekommer muslimske foreldres onsker om tilpasning til islamske spiseforskrifter. Resultatet viser at barnehagen baserer seg pa to hovedstrategier i sin tilpasning – enten a servere mat som alle kan spise, eller ulike typer mat der muslimske barn kan spise ett av alternativene. Artikkelen drofter strategiene barnehagen velger i forhold til samarbeid med foreldre og hvordan begrunnelser dels er pragmatiske og dels er pedagogisk forankret This article is based on qualitative research interviews with staff in Norwegian kindergartens and has a particular focus on how kindergartens meet Muslim parents’ wish that the kindergartens adapts meals to Islam’s regulations on food. The result shows that the kindergarten’s strategies can be divided in two main strategies: Either to serve food that everyone can eat (also Muslim children), or to serve different types of food where Muslim children can eat one of the options. The article discusses strategies kindergartens choose in relation to cooperation with parents and how arguments are partly pragmatic and partly educational anchored.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129839679","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}

引用次数: 3

Outside belonging: A study of bullying in a daycare institution 外部归属:对日托机构欺凌行为的研究

Nordisk Barnehageforskning Pub Date : 2017-08-11 DOI: 10.7577/NBF.1898

Mai Brit Helgesen

引用次数: 2

Jeg er en sånn hverdagspedagog! Barnehagestyreres profesjonelle handlingsrom for å styrke barnehagelæreres anvendelse av fagspråk

Nordisk Barnehageforskning Pub Date : 2017-07-03 DOI: 10.7577/NBF.1811

Ann Kristin Larsen, Mette Vaagan Slåtten

{"title":"Jeg er en sånn hverdagspedagog! Barnehagestyreres profesjonelle handlingsrom for å styrke barnehagelæreres anvendelse av fagspråk","authors":"Ann Kristin Larsen, Mette Vaagan Slåtten","doi":"10.7577/NBF.1811","DOIUrl":"https://doi.org/10.7577/NBF.1811","url":null,"abstract":"Forste del av problemstillingen omhandler hva styrere mener er arsaker til at barnehagelaerere anvender faglige begreper og teori i liten grad i det pedagogiske arbeidet. Problemstillingens andre del tar opp hva styrerne gjor og kan gjore for a styrke barnehagelaerernes fagsprak. Vare funn viser at styrerne mener at bade flat struktur, likhetskultur og svak kompetanse er sentrale arsaker. Styrerne mener de har en sentral rolle nar det gjelder a ivareta fagspraket gjennom pedagogisk ledelse. Barnehagestyrer, fagsprak, pedagogisk ledelse, profesjonelt handlingsrom.The first research question discusses what ECEC directors see as central causes to a weak professional language amongst kindergarten teachers. The second research question discusses what ECEC-directors are doing and can do to advance professional language. The main result is that ECEC-directors believe that both non- hierarchically structure, equality culture and low competence are some of the reasons. ECEC-directors are concerned that they have a central role to advance the professional language through professional management.ECEC-director, professional language, pedagogical leadership, freedom of professional action.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128538668","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}

引用次数: 1

Observasjonens betydning i den profesjonelle praksis

Nordisk Barnehageforskning Pub Date : 2017-07-03 DOI: 10.7577/nbf.1984

Mona Halsaunet Frønes

引用次数: 1

Digitale fortellinger i barnehagen

Nordisk Barnehageforskning Pub Date : 2017-06-08 DOI: 10.7577/NBF.1761

Marianne Undheim, Vigdis Vangsnes

{"title":"Digitale fortellinger i barnehagen","authors":"Marianne Undheim, Vigdis Vangsnes","doi":"10.7577/NBF.1761","DOIUrl":"https://doi.org/10.7577/NBF.1761","url":null,"abstract":"Fokus i denne artikkelen er barnehagelaerernes faglige, pedagogiske og teknologiske kompetanse nar de involverer barnehagebarn i produksjon av digitale fortellinger. Vi tar utgangspunkt i en kvalitativ studie med en fortolkende fenomenologisk tilnaerming. Fire barnehagelaerere ble intervjuet om deres erfaring med a involvere barna i produksjon av digitale fortellinger. Funnene viser at barnehagelaererne framhever det pedagogiske og teknologiske pa bekostning av det faglige i sin beskrivelse av hva de vektlegger nar de lager digitale fortellinger i barnehagen. De legger i liten grad vekt pa sin egen faglige fortellingskompetanse. Gjennom analyse av empirien, sett i lys av teori, konkretiserer og tydeliggjor vi det vi mener er sentralt i barnehagelaerernes digitale fortellingskompetanse.In this article we focus on preschool teachers’ technological, pedagogical and content knowledge when they involve preschool children (0-6-year olds) in the production of digital stories in kindergartens. The article is based on a qualitative study, with a phenomenological research approach. Four preschool teachers have been interviewed about their competence and experience when involving preschool children in the production of digital stories. The findings show that they highlight pedagogical and technological knowledge, and hardly mention narrative. Based on theory and our findings we concretize the preschool teachers’ narrative competence, with the digital story as the medium.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131077081","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}

引用次数: 4

Barn och konst - samtal, kommunikation och demokrati

Nordisk Barnehageforskning Pub Date : 2017-06-07 DOI: 10.7577/NBF.1773

Yvonne Lindh

{"title":"Barn och konst - samtal, kommunikation och demokrati","authors":"Yvonne Lindh","doi":"10.7577/NBF.1773","DOIUrl":"https://doi.org/10.7577/NBF.1773","url":null,"abstract":"Artikeln fokuserar pa forskolebarns mote med konst i form av offentlig utsmyckning. Femariga forskolebarn besoker sex skulpturer, interagerar med dem, med varandra och med sin larare. De tecknar av skulpturerna pa plats. Ett sociokulturellt och demokratiskt perspektiv anvands for att belysa barnen mote med konsten dar leken tar stor plats. Deras egna tolkningar och samspelet med konsten undersoks med hjalp av partiell etnografi dar deltagande pedagoger moter konsten, tolkar den, samspelar med den, kopplar den till sin egen verklighet och dessutom engagerar sig i konsten.This article focuses on pre-school children and their meeting with public art in the form of sculptures. Together with their teacher they interact with the artworks, with each other, and they do their own interpretation at site by making drawings of the sculptures. The playful meeting between children and public art is described from a sociocultural and democratic perspective. The children’s own interpretations and interactions with the art are investigated using ethnographic method through participant observation. The result shows that pre-school children with the assistance of a proficient teacher meet the art, interpret it, interact with it, and connect it to their every-day lives, besides truly engaging in the artprocess.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122376583","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}

引用次数: 2

De yngste barna og tingene deres – en ANT-analyse av lek i småbarnsavdelinger

Nordisk Barnehageforskning Pub Date : 2017-03-29 DOI: 10.7577/NBF.1800

D. Nome

{"title":"De yngste barna og tingene deres – en ANT-analyse av lek i småbarnsavdelinger","authors":"D. Nome","doi":"10.7577/NBF.1800","DOIUrl":"https://doi.org/10.7577/NBF.1800","url":null,"abstract":"Artikkelen presenterer en mikro-etnografisk undersokelse av barns forhold til tingene i to smabarnsavdelinger i norske barnehager. Hensikten er a forsta hvordan barns relasjoner til ting virker inn pa deres mulighet til deltagelse og sosial posisjonering i gruppen. Undersokelsen er basert pa Aktor-Nettverk-Teori som vektlegger tingenes betydning som agens i sosiale nettverk og tingenes funksjon som forlengelse av barnas kropper. Undersokelsen viser at tingene har betydning som legitim inngangsbillett til deltagelse i lekegrupper og at tingenes innbyrdes hierarkiske orden bidrar i a uttrykke den sosiale orden mellom barna som inngar i relasjon med dem. The article presents a micro-ethnographic study on toddlers’ relationship to the material artefacts in two Norwegian kindergarten groups. The purpose of the study is to understand how their relationship with objects influences their possibilities for participation in peer groups. The study is based on Actor-Network-Theory. A main point is that material artefacts have agency in social networks surrounding us and function as extensions of our bodies. The study indicates that material artefacts serve as entrance tickets for participation in group activities and that the hierarchic order between the objects in the room, influences the social order among the children using them.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130558158","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}

引用次数: 4

Please do not disturb: Om at opretholde og skærme nærværende dialoger mellem børn og pædagoger i børnehaver

Nordisk Barnehageforskning Pub Date : 2017-03-02 DOI: 10.7577/NBF.1551

Marie Højholt

{"title":"Please do not disturb: Om at opretholde og skærme nærværende dialoger mellem børn og pædagoger i børnehaver","authors":"Marie Højholt","doi":"10.7577/NBF.1551","DOIUrl":"https://doi.org/10.7577/NBF.1551","url":null,"abstract":"This article seeks to investigate how and why the attentive dialogues between children and pedagogues are often interrupted, and can be difficult to establish and protect. Through field observations, it becomes clear that even dedicated and professional pedagogues are affected both by interpersonal and intrapersonal interruptions, some being of avoidable nature and others being unavoidable. Through observation and interviews, the article proposes a taxonomy for the various interruptions and their causal origin and suggestions are brought forward for how undesirable interruptions can be prevented or at least reflected upon.Naervaerende dialoger mellem born og paedagoger bliver ofte afbrudt. Det frustrerer paedagoger og ofte ogsa bornene, og forringer mulighederne for at bedrive professionel paedagogisk praksis. Igennem analyser af feltobservationer og interviews fremlaegger denne artikel en mulig kategorisering af disse afbrydelser og en forklaring pa hvorfor de finder sted, og den foreslar hvordan paedagogerne kan arbejde pa at undga uonskede afbrydelser i det daglige sprogmiljo. Studiet har forsogt at undersoge hvordan og hvorfor naervaerende dialoger mellem born og paedagoger ofte afbrydes og kan vaere svaere bade at etablere og opretholde og skaerme. Igennem flere feltobservationer er det blevet tydeligt at selv dedikerede og professionelle paedagoger afbrydes af bade omgivelserne og personer udefra og dertil ogsa af deres eget psykiske ”apparat” – med andre ord af interpersonelle savel som intrapersonelle afbrydelser, nodvendige som unodvendige.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122892871","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}

引用次数: 0

(Meta)Theoretical gateways in studies on assessment and documentation in preschool : a research review with a Scandinavian focus (元)学前教育评估与文献研究的理论关口:以斯堪的纳维亚为焦点的研究综述

Nordisk Barnehageforskning Pub Date : 2017-02-27 DOI: 10.7577/NBF.1575

A. Roth

{"title":"(Meta)Theoretical gateways in studies on assessment and documentation in preschool : a research review with a Scandinavian focus","authors":"A. Roth","doi":"10.7577/NBF.1575","DOIUrl":"https://doi.org/10.7577/NBF.1575","url":null,"abstract":"The purpose of this article is to describe and collate search results and analysis of research with a focus on (meta)theoretical gateways in assessment and documentation in Scandinavian preschools between 2006 and 2014, supplemented by delimited international research mainly from 2013-2014. The intention is also to highlight what the research indicates about assessment competence in relation to the (meta)theoretical gateways. The final search results include 153 national and international studies from sources including the Nordic Base of Early Childhood Education and Care (NB-ECEC, 2006-2012). The results indicate that research into assessment in preschool is still a relatively young and undeveloped field, while the field of documentation, and pedagogical documentation in particular, has a significantly higher standing. As more and more different forms of assessment and documentation assume their place in preschools, it becomes increasingly important to gain knowledge and awareness of the potential benefits, limitations and consequences of various forms and practices for assessment and documentation. Theoretical gateways vary, as do the forms of assessment and documentation used. The analysis indicates that assessment competence can include professional assessment based on a variety of scientific grounds. Regarding the expanded documentation and evaluation task and the preschool’s complex assessment and documentation practices, there is a need for both expanded research and expanded competence, which can focus on a multi-voiced assessment competence.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128504047","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}

引用次数: 8