Nordisk Barnehageforskning最新文献_第9页

Teachers’ actions and children’s interests : Quality becomings in preschool documentation 教师的行为与幼儿的兴趣:学前文献的品质化

Nordisk Barnehageforskning Pub Date : 2017-02-20 DOI: 10.7577/NBF.1756

Katarina Pettersson

引用次数: 0

Music in Informal and formal learning situations in ECEC ECEC非正式和正式学习情境中的音乐

Nordisk Barnehageforskning Pub Date : 2016-12-08 DOI: 10.7577/nbf.1656

Morten Sæther

引用次数: 4

- og så fikk dem se en rein! Ulike tilnærminger til hverdagslig pedagogisk virksomhet i barnehager i samisk-lulesamisk område i Norge

Nordisk Barnehageforskning Pub Date : 2016-11-08 DOI: 10.7577/NBF.1564

Kristin Anne Østrem Fløtten

{"title":"- og så fikk dem se en rein! Ulike tilnærminger til hverdagslig pedagogisk virksomhet i barnehager i samisk-lulesamisk område i Norge","authors":"Kristin Anne Østrem Fløtten","doi":"10.7577/NBF.1564","DOIUrl":"https://doi.org/10.7577/NBF.1564","url":null,"abstract":"Det er nodvendig a fa mer kunnskap om hva barnehagene og personalet i samisk-lulesamisk omrade gjor for a handtere palegg og intensjoner i styringsdokumentene om samisk innhold i barnehagehverdagen. Forskningsarbeidet som er bakgrunn for denne artikkelen tar utgangspunkt i et sosiokulturelt perspektiv og en institusjonell etnografisk tilnaerming. Barnehagens styringsdokumenter og personalets beretninger om tanker og erfaringer med a iverksette og utvikle det pedagogiske innholdet og arbeidet i barnehagens hverdagsliv er sentrale i datamaterialet. Analysene gav mulighet for a peke pa kjennetegn for og egenskaper ved faglig innhold og kvalitet i arbeidet med samiske tema. Det fremkommer momenter for videre utvikling og mulige valg for kompetanse og foringer for omradet samiske sprak og kultur i enhver barnehage. Det er apenbart at det ma gjores en innsats pa alle niva for a ta vare pa og utvikle lulesamisk kultur og sprak sa vel innen- som utenfor forvaltningsomradet.It is necessary to gain more knowledge about what the barnehage and its staff in the Pite- and Lule-Sami region in Norway do to meet the requirements and fulfill the intentions of the curriculum when it comes to Sami content in the everyday life of the barnehage. The research reported on in this article has its departure point in a sociocultural perspective and uses institutional ethnography as one of its approaches. The barnehage curricula and the staffs narratives, thoughts and experiences are central in the data. The analysis gave the possibility to point out some central features and traits of the content and quality of the work on Sami topics. Areas for further development and possible choices concerning competence and guidelines for the area of Sami language and culture in all barnehager were found. It is obvious that stronger efforts are needed on all levels to sustain and to develop the Lule-Sami culture and language both within the Sami language municipalities and other municipalities.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132450160","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

Events of potential learning: how preschoolers produce curriculum at the computer during free play periods 潜在学习的事件:学龄前儿童在自由游戏期间如何在电脑前制作课程

Nordisk Barnehageforskning Pub Date : 2016-11-07 DOI: 10.7577/NBF.1696

Mats Bevemyr, Polly Björk-Willén

{"title":"Events of potential learning: how preschoolers produce curriculum at the computer during free play periods","authors":"Mats Bevemyr, Polly Björk-Willén","doi":"10.7577/NBF.1696","DOIUrl":"https://doi.org/10.7577/NBF.1696","url":null,"abstract":"The Swedish preschool curriculum emphasizes children’s learning through play. This means that children’s learning in everyday practice is accomplished through a complex mixture of teacher-led activities and activities the children themselves initiate. When learning is viewed as situated and constituted through social interaction (Lave & Wenger, 1991), almost all social events have learning potential. Consequently, from an educational and a curriculum point of view it is important to raise the question of how children’s learning can be made visible, and determine what kind of learning children’s own initiated (play) activities imply. The focus of the paper is on children’s (aged 3-5 years) “communities of practice” at the computer during “free play” period in two various Swedish preschools settings. Events of peer interaction are analyzed in detail to illustrate what kind of learning activities are going on at the computer, and to discuss these events of potential learning in relation to the curriculum goals and the educational practice. From a curriculum point of view, the analyses show that the children’s activities at the computer involve a variety of events that might provides for learning that can be viewed as goal-oriented. From the children’s point of view, the project of socialization seems to be the most prominent goal. A crucial point for educational success, however, is to understand not only what the object of learning is, rather what motivates children’s play apprenticeship in their own “communities of practice”.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120952438","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: 5

Refleksjon i barnehagelærerutdanningen

Nordisk Barnehageforskning Pub Date : 2016-10-31 DOI: 10.7577/NBF.1563

A. R. Moxnes

{"title":"Refleksjon i barnehagelærerutdanningen","authors":"A. R. Moxnes","doi":"10.7577/NBF.1563","DOIUrl":"https://doi.org/10.7577/NBF.1563","url":null,"abstract":"Abstract: The purpose of this article is to discuss the use of reflection in both educational- and research literature regarding Early Childhood Teacher Education. When reading the literature, I find that reflection is linked to theory and practice, to change and new knowledge and to ethical and critical reflection. The understanding of reflection as a concept varies, however personal change and new knowledge is a common denominator. My research reveals reflection as a multifaceted and complex concept. A consequence of this complexity is that in order to give reflection importance in teacher education, it will require thorough preparations for reflection and comprehensive monitoring of students.Sammendrag: Hensikten med denne artikkelen er a diskutere hvordan refleksjon anvendes i ulik fag- og forskningslitteratur som omhandler barnehagelaererutdanningen. I studier av tekstene finner jeg at refleksjon knyttes til teori og praksis, refleksjon knyttes til endring og ny erkjennelse og til etisk og kritisk refleksjon. Det varierer hvordan refleksjon forstas, men personlig endring og ny erkjennelse er en fellesnevner. Undersokelsen viser et mangefasettert og komplekst refleksjonsbegrep. Det framgar ogsa at skal refleksjon ha betydning i barnehagelaererutdanningen, vil det kreve grundige forberedelser og tilrettelegging for refleksjon, og omfattende oppfolging av studenter.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"307 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123274220","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

Arts-based Research Processes in ECEC: Examples from Preparing and Conducting a Data Collection ECEC中基于艺术的研究过程:来自准备和执行数据收集的例子

Nordisk Barnehageforskning Pub Date : 2016-08-31 DOI: 10.7577/NBF.1371

Torill Vist

引用次数: 4

Å LESE MEDIETEKSTER PÅ IPADEN. Observasjoner av en medievant fireårings bruk av iPad i hjemmet

Nordisk Barnehageforskning Pub Date : 2016-06-21 DOI: 10.7577/NBF.1363

Henriette Jæger

{"title":"Å LESE MEDIETEKSTER PÅ IPADEN. Observasjoner av en medievant fireårings bruk av iPad i hjemmet","authors":"Henriette Jæger","doi":"10.7577/NBF.1363","DOIUrl":"https://doi.org/10.7577/NBF.1363","url":null,"abstract":"Artikkelen tar utgangspunkt i tre observasjoner av en gutt pa fire ar som bruker iPad pa fritiden. Den soker a synliggjore de strategiene dette barnet velger for a skaffe seg tilgang til ulike medietekster, hvordan han leser og tolker dem, og den undersoker eventuelle spor av kritisk refleksjon hos barnet over disse tekstene. Teoretisk sett hviler den pa en forstaelse av mediekompetanse som en parallell prosess til utvikling av lese- og skrivekyndighet (literacy), og medieopplevelsene omtales som viktige moter med tekst. Artikkelen undersoker hvordan a lese medietekster kan legge et grunnlag for a utvikle en utvidet tekstkompetanse eller mediekompetanse. Konklusjonen legger vekt pa motivasjon og lekenhet som barns primaere inngang til medietekstene og som et grunnlag for a utvikle mediekompetanse (media literacy). The article is based on three observations of a four-year-old boy who uses the iPad in his spare time. It demonstrates the strategies that this boy applies to gain access to various media texts, and how he reads and interprets them. It also seeks to examine traces of critical reflection that he may demonstrate in relation to these texts. Theoretically, it rests on an understanding of media literacy as a parallel process to the development of literacy, and it seeks to demonstrate how reading media texts can create an important starting point for the development of media literacy. The Kindergarten practitioner’s role and opportunities to develop children's media literacy within a kindergarten context is a focus towards the end of the article. In conclusion, I argue that motivation and playfulness are important approaches to media texts and create an important foundation for the development of media literacy","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129721452","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

Litterasitetsfremmende samtaler i barnehagen

Nordisk Barnehageforskning Pub Date : 2016-05-03 DOI: 10.7577/NBF.1378

Sigrun Slettner, Liv Gjems

{"title":"Litterasitetsfremmende samtaler i barnehagen","authors":"Sigrun Slettner, Liv Gjems","doi":"10.7577/NBF.1378","DOIUrl":"https://doi.org/10.7577/NBF.1378","url":null,"abstract":"Abstract:The aim with this study is to examine how early literacy can be supported in different conversations between a preschool teacher and children. Theory and research on children’s early literacy underline that children improve their language skills when they engage in conversations with adults. A preschool teacher must manage to support children with different language and conversation experiences. The preschool teacher in this study was video-observed in language interactions with different children in many types of activities. He managed to adapt his support to the children in accordance with their language experiences.Sammendrag: Formalet med denne studien er a undersoke hvordan tidlig litterasitet kan stottes og fremmes i samtaler mellom en barnehagelaerer og ulike barn. Teori og forskning om barns tidlige litterasitet vektlegger at barn laerer vokabular og pragmatiske samtaleferdigheter gjennom samtaler med voksne. Barnehagelaerere ma tilstrebe a stotte barn med ulike erfaringer til a bruke sprak og delta i samtaler. Barnehagelaereren i denne studien ble videoobservert i spraklige interaksjoner med ulike barn i mange typer aktiviteter. Han klarte a tilpasse sin spraklige stotte til hvert av de ulike barna i samsvar med deres spraklige erfaringer.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115644537","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: 5

Förskollärares kommunikation med de yngsta barnen i förskolan: med fokus på kvalitativa skillnader i hur ett innehåll kommuniceras.

Nordisk Barnehageforskning Pub Date : 2016-03-15 DOI: 10.7577/NBF.1232

Agneta Jonsson

引用次数: 5

Danningsbegrepet i barnehagenes årsplaner – en diskursanalytisk tilnærming

Nordisk Barnehageforskning Pub Date : 2015-12-03 DOI: 10.7577/NBF.1244

Grete Nordvik, M. Alvestad

{"title":"Danningsbegrepet i barnehagenes årsplaner – en diskursanalytisk tilnærming","authors":"Grete Nordvik, M. Alvestad","doi":"10.7577/NBF.1244","DOIUrl":"https://doi.org/10.7577/NBF.1244","url":null,"abstract":"The introduction of the concept formation (danning/Bildung) in the Norwegian Framework plan for the content and tasks of kindergartens makes it important and interesting to gain new knowledge about this concept theoretical as well as practical. The intention in this article is to identify, analyse and discuss formation discourses in the annual plans. The empirical foundation for this qualitative analysis is twenty strategic selected annual plans from different types of kindergartens located in two Norwegian municipalities. Methodological perspectives are linked to several authors and researchers, in particular to Foucault’s critical discourse analysis. The theoretical perspectives in the study builds on Klafki’s formation theory and critical constructive didactics, and to Kosellec’s historical description of the formation concept. Finally, the two discourses the analysis resulted in: the subjectivity discourse and the community discourse are presented and discussed from relevant theoretical and practical perspectives.Danningsbegrepet er innfort i Rammeplan for barnehagens innhold og oppgaver, noe som gjor det bade viktig og interessant a utvikle ny kunnskap om danningsbegrepet i barnehagens virksomhet sa vel teoretisk som praktisk. Intensjonen i denne artikkelen er a lofte fram, analysere og diskutere hvilke danningsdiskurser som kan spores i arsplanenes beskrivelser av danning. Det empiriske grunnlaget for denne kvalitative analysen er tyve arsplaner fra ulike typer av barnehager lokalisert i to storre norske bykommuner. Metodologiske perspektiver er knyttet til flere, men saerlig til Focault sin kritiske diskursanalyse. Studien bygger pa teoretiske perspektiver fra Klafki sin danningsteori og kritisk konstruktive didaktikk, samt til Kosellec sin begrepshistoriske utredning om danningsbegrepet. Avslutningsvis blir de to diskursene som analysen resulterte i; subjektivitetsdiskursen og felleskapsdiskursen presentert og droftet ut fra relevante teoretiske og praktiske perspektiver.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"127 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":"121188924","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