Nordisk Barnehageforskning最新文献

{"title":"TRA_Professional trans-linguistic discernment in early childhood language education:","authors":"Anna Martín-Bylund","doi":"10.23865/nbf.v21.379","DOIUrl":"https://doi.org/10.23865/nbf.v21.379","url":null,"abstract":"How to sensibly educate young children in and through the language(s) they live by? In an era of increasing linguistic variation and change, this burning question keeps emerging in educational practices of the early years and is addressed in this paper, mapping a professional trans-linguistic discernment. \u0000Linguistic variation is a long time a fact, rapidly increasing in all parts of the Swedish society, including early years’ education. Yet, monolingual traditions of linguistic preservation are persisting. The Swedish language legislation aims at safeguarding both the Swedish language and Sweden’s linguistic plurality, ambitions reflected in the preschool curriculum. Aspirations to support children’s development of all their languages are internationally acknowledged as progressive, but the language issue as entangled in early childhood practice is multifaceted. \u0000The study is inspired by posthumanist applied linguistics and by contemporary philosopher Jonna Bornemark’s discussion of a professional discernment as a compound competence built in interaction with both experiences and theoretical knowledge, but also feelings and the human senses. These bodily dimensions of discernment make the concept particularly interesting to explore in relation to professions working with young children, where the close relationship between lexical language(s) and other bodily expressions is often made particularly prominent and where the teacher body may be considered a both caring and teaching ‘tool’. \u0000RQ1. What challenges and queries emerge at the intersection of practicing curricular linguistic assignments and meeting the linguistic and other diversities of concrete educational practices in early childhood? \u0000RQ2. What characterizes a professional discernment in relation to such challenges and queries? \u0000Data are produced through focus group interviews with early childhood educators and analyzed through a post-qualitative methodological approach. \u0000The results indicate that professionals struggle with how to support the development of languages that they do not themselves speak, and that the support of other mother tongues than Swedish sometimes seems to need to be done at the expense of the Swedish language. Additionally, children’s preference of English, not as a mother tongue, but as a \"lingua franca\" is pointed out as an emerging phenomenon in groups of children who do not share a common language and where Swedish speakers are a minority. Despite the wide use and special position of English in Sweden, it is still considered a foreign language and not specified in the linguistic assignments of the preschool curriculum. \u0000Professionals of early childhood language education are urged to think and act situationally and judiciously, in relation to local practices and different layers of linguistic and other needs, rather than to what may previously be defined and demanded at a generalized level. This, what may be labeled a professional trans-linguistic discernment","PeriodicalId":475849,"journal":{"name":"Nordisk Barnehageforskning","volume":"57 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140485950","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":"Transspråking i en samisk barnehageavdeling","authors":"Carola Kleemann","doi":"10.23865/nbf.v21.380","DOIUrl":"https://doi.org/10.23865/nbf.v21.380","url":null,"abstract":"Kystområdene i Finnmark har en lang samisk historie, der fornorskningsprosessene har ført til språkskifte i mange familier og til norsk som dominerende språk. Vitalisering av sjøsamisk og flyttsamisk identitet og språk vises blant annet i samisk institusjonsbygging. Denne artikkelen handler om praksiser samiske barnehagelærere bruker for å styrke samisk språk og kultur i en vitaliseringskontekst. I forskningsprosjektet «Styrking av samisk språk og kultur» ble GoPro-teknologi brukt for å observere rutiner som samlingsstund og måltid. Utfordringer for de ansatte var å øke barnas bruk av nordsamisk, i tillegg til å utvikle og gjøre eksplisitt pedagogiske praksiser som er basert på samisk kultur og tradisjon for barneoppdragelse. Pedagogisk transspråking (García & Wei, 2014) beskriver de ansattes praksiser tospråklige praksis, som bærekraftig transspråking i minoritetsspråksituasjoner (Cenoz & Gorter, 2017), med særlig vekt på revitalisering og urfolks behov (Seals & Olsen-Reeder, 2020) og samisk pedagogikk (Päiviö et al., 2023). \u0000ENGLISH ABSTRACT\u0000Translanguaging in a Sámi kindergarten departement\u0000The coastal areas in Finnmark have a long Sámi history, where the Norwegianization processes have led to language change in many families and to Norwegian as the dominant language. Revitalization of Sea Sámi and Migrant Sámi identity and language is shown, among other things, in Sámi institution building. This article is about practices Sámi kindergarten teachers use to strengthen Sámi language and culture in a revitalization context. In the research project “Strengthening Sámi language and culture,” GoPro technology was used to observe routines such as gathering time and meals. Challenges for the staff were to increase the children’s use of North Sámi, in addition to developing and making explicit educational practices that are based on Sámi culture and tradition for child-rearing. Pedagogical translanguaging (García & Wei, 2014) describes the employees’ bilingual practices, such as sustainable translanguaging in minority language situations (Cenoz & Gorter, 2017), with particular emphasis on revitalization and the needs of Indigenous people (Seals & Olsen-Reeder, 2020) and Sámi pedagogy (Päiviö et al., 2023). ","PeriodicalId":475849,"journal":{"name":"Nordisk Barnehageforskning","volume":"57 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140487045","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":"Lille Ting er seg selv – en småbarnsbildebok i et transspråkrom","authors":"Eivind Karlsson","doi":"10.23865/nbf.v21.375","DOIUrl":"https://doi.org/10.23865/nbf.v21.375","url":null,"abstract":"Formålet med studien er å avdekke hvordan bildeboken Lille Ting spiser ABC (Diep, 2011) kan fungere som bidragsyter til et transspråkingsrom for lesere med ulik bakgrunn og erfaring. Det innebærer å peke på ulike typer språk og språklignende innslag boken tilbyr og gjør tilgjengelig for leserne. Studiens tilnærming er nærlesning, en metode som tar utgangspunkt i den fristilte, autonome teksten og avdekker hvordan delene og helheten bygger opp og tilfører mening, men også hvordan kontekstuelle forhold spiller inn. Fremstillingen berører ordforrådet, de poetiske og musiske innslagene, sjangeren ABC-bok, det multimodale samspillet og de performative innslagene i boken. Det foreslås også didaktiske tilnærminger som kan fremme dette potensialet. Hovedfunnet i studien er at språk og språklignende innslag i den aktuelle boken forekommer på mange ulike måter og vil være tilgjengelige for mange ulike lesere med ulike bakgrunner. Derfor er det rimelig å si at denne boken er et godt utgangspunkt for å skape transspråklige rom i barnehagen. \u0000ENGLISH ABSTRACT\u0000Lille Ting is herself. An early years picturebook in a translanguaging space\u0000The aim of this study is to clarify how the early years picturebook Lille Ting spiser ABC [Little Ting eats ABC] (Diep, 2011) can function as a contributor to a translanguaging space for readers with different background and experience. This entails pointing out different kinds of language and language-like elements found in the book and made possible by the book. The study employs close reading, a method that starts with the free, autonomous text and discloses how the parts and the entirety build and add meaning, but also how contextual elements have effect. The study touches on the vocabulary, the poetic elements, the genre alphabet book, the multi modal cooperation and the performative features in the book. The study also suggests didactic approaches that can promote the potential for translanguaging. The main find is that language and language-like elements in the book exist in many different ways and are available for many different readers with different backgrounds. It is therefore reasonable to conclude that this book is a good starting point for creating translanguaging spaces in the kindergarten. ","PeriodicalId":475849,"journal":{"name":"Nordisk Barnehageforskning","volume":"25 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140488508","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":"Ressurs og mangel: Barnehagelærarars oppfatningar av det komplekse språkarbeidet i den fleirspråklege barnehagen","authors":"Randi Høyland, Hilde Christine Hofslundsengen","doi":"10.23865/nbf.v21.367","DOIUrl":"https://doi.org/10.23865/nbf.v21.367","url":null,"abstract":"Denne studien undersøkjer barnehagelærarars forteljingar om språkarbeid med fleirspråklege barn i barnehagen. Målet med studien var å få innsikt i barnehagelærars oppfatningar som dei byggjer praksisen med fleirspråklege barn i barnehagen på. Fire fokusgruppeintervju med totalt 20 barnehagelærarar blei gjennomførte. Den narrative analysen identifiserte fire sentrale tolkingsrepertoar for barnehagelæraranes oppfatningar av fleirspråkleg praksis: det ressursprega, det kompensatoriske, det monospråklege og det profesjonelle avmaktsrepertoaret. Tolkingsrepertoara kom til syne i alle fire intervjua, og dette tyder på eit mønster i oppfatningane. Tolkingsrepertoara var ikkje gjensidig utelukkande, til dømes kunne barnehagelærar både gi uttrykk for å oppfatte fleirspråklegheit som ressurs og samtidig kjenne avmakt i si eiga rolle. Likeins blei norskspråkleg utvikling trekt fram som målsetting for barnehagens språkarbeid samtidig som deltakarane fortalde om spontane transspråkingsaktivitetar. Dette tyder på ein variert og kompleks språkpraksis bygd på både formell og erfaringsbasert kompetanse og personlege oppfatningar. Funna gir innblikk i korleis barnehagelærarar forstår sin eigen og barnas posisjon i ein fleirspråkleg barnehagekontekst og har implikasjonar for utvikling av ein ressursbasert fleirspråkleg pedagogisk praksis. \u0000ENGLISH ABSTRACT\u0000Resource and Deficiency: Teachers’ Views on Complex Multilingual Practices in Early Childhood Education and Care\u0000This study explores teachers’ experiences of multilingual practices in early childhood education and care (ECEC). The purpose was to gain insight into the underlying assumptions that shape ECEC teachers’ multilingual practices. Data were collected through four focus group interviews with 20 teachers. The analysis of the ECEC teachers’ narratives identified four emerging interpretative repertoires: resource-based, compensatory, monolingual, and feelings of professional powerlessness. All four interpretative repertoires appeared in all the interviews, which suggests a pattern of views. The interpretative repertoires were not mutually exclusive. One participant could, for instance, explicitly view multilingualism as a resource while simultaneously expressing feelings of powerlessness regarding how to practice multilingual didactics. Similarly, monolingual Norwegian development was identified as the objective of planned  activities while teachers described spontaneous translingual activities. These findings indicate varied and complex linguistic practices built on formal and experience-based competencies and personal beliefs and provide insight into ECEC teachers’ understandings of their own and the children’s positions within a complex multilingual ECEC context. The results have implications for further research- based development of multilingual practices. ","PeriodicalId":475849,"journal":{"name":"Nordisk Barnehageforskning","volume":"74 39","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140486372","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":"TRA_ Visual and embodied learning in young children’s art education","authors":"Jonna Kangas, Margita Sundstedt, Hannah Kaihovirta, Heidi Harju-Luukkainen","doi":"10.23865/nbf.v21.368","DOIUrl":"https://doi.org/10.23865/nbf.v21.368","url":null,"abstract":"Embodiment and bodily experiences are vital parts of the development and learning in the early years. Children are believed to develop their thinking processes and language skills through sensory and motor experiences when entering and participating in early childhood education (Sommer, Samuelsson & Hundeide, 2009). The embodiment and kinesthetic experiences in education can be understood as modalities of learning, especially play, and thus the pedagogical scaffolding of those by teachers can be analyzed through translanguaging approach (see Kaihovirta & Furu, 2019). \u0000The Finnish early childhood education and care (ECEC) is known for the EduCare approach. Children are considered active agents and the whole child approach is considered the basis of educational activities and interaction (Kangas, Ojala & Venninen, 2015). Recognition of the whole child and viewing the development through social, physical, and mental aspects have been rooted very strongly in pedagogical philosophy and practices in ECEC Finland through the playful learning approach (Kangas & al. 2019). In this paper we emphasize the importance of the visual environment, design learning process, and expression of young children’s embodiment in learning in the early childhood education context. \u0000In this study we focus on 2-3 years old toddlers' visual and kinesthetic expressions of bodily learning and embodiment. Bodily learning means active learning experiences that early childhood education should include within everyday interaction and learning environment. Embodiment in learning practices is essential for children in the senso-motor or pre-operational phase of development because children show, touch, mimic and think by doing. In other words, they are learning by doing (Dewey 1916; Leinonen & Sintonen, 2014). The research questions are: 1) How do the learning materials scaffold children’s participation and meaning making? 2) How are the embodiment and active learning used as a tool for communication and interaction between children and teachers? \u0000We understand embodiment learning as visual and bodily expressions of agency, participation, and learning. These aspects are understood as modalities of interaction, language, and communication. With young children it has been shown that translanguaging takes place through movement, gestures, expressions, and emotions as well as a spoken language(s) (Leinonen & Sintonen, 2014). The study was conducted as video observation of learning design of two kindergarten groups with one teacher and 6 to 7 children in each. The study takes place in the Playful Learning Center (PLC). The PLC is a learning laboratory in University of Helsinki, that is specially designed to scaffold young children's visual and kinesthetic exploration and expression through play and playful activities (Sefton-Green et al. 2015). The observation data were analysed through content analysis using researchers’ triangulation to discuss the visual communication and embodiment th","PeriodicalId":475849,"journal":{"name":"Nordisk Barnehageforskning","volume":"75 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140486265","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":"Utbildning borde spela roll – om förskollärares uppdrag att leda","authors":"Lovisa Skånfors, Kristin Ungerberg","doi":"10.23865/nbf.v20.316","DOIUrl":"https://doi.org/10.23865/nbf.v20.316","url":null,"abstract":"Education should matter – addressing preschool teachers’ leadership Since 2018, a part of Swedish preschool teachers’ mission involves leading the work team’s joint work in the preschool. From a historical perspective, the Swedish preschool has been characterized by a democratic and flat organizational structure, where preschool teachers and childminders have shared the responsibil - ity equally within the work team. The aim of the study is to contribute knowledge about preschool teachers’ perceptions of their leadership role in relation to the team’s joint work. Four qualitative focus group inter-views with 18 preschool teachers have been conducted and then analyzed based on positioning theory. The results show that professional experience and equality are initially described as decisive for the task of leading. Successively during the course of the conversations, the importance of preschool teacher education is highlighted as increasingly central to the task of leading the preschool’s teaching. There appears to be a culture of silence within the own work teams regarding the varied competences of the various occupational","PeriodicalId":475849,"journal":{"name":"Nordisk Barnehageforskning","volume":"52 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138588297","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":"Arbetsintegrerat lärande genom lärandesamtal med föräldrar: En grund för pedagogers utveckling i arbete","authors":"Camilla Seitl, Lisbeth Eriksson","doi":"10.23865/nbf.v20.364","DOIUrl":"https://doi.org/10.23865/nbf.v20.364","url":null,"abstract":"I följande studie undersöks hur pedagoger beskriver sitt eget lärande och sin identitetsutveckling i ljuset av införandet av en ny typ av föräldrasamtal. Föräldrasamtalen som genomförts har skett på gruppnivå med föräldragrupper istället för de traditionella utvecklingssamtalen. I samtalen riktar pedagogerna in sig på interaktion och kollektivt lärande hos barn och vårt material för den här studien utgörs av texter som pedagogerna har skrivit för att reflektera över den nya samtalsmodellen. Syftet med studien är att förstå samtalen som en aktivitet genom vilken pedagogers lärande och identitet i arbete kan utvecklas. Texterna har analyserats genom innehållsanalys. Genom studien belystes hur förskolepedagogerna utmanas kunskapsmässigt i sammanhang med föräldrar och kollegor, varför det blir viktigt för pedagogerna att reflektera över arbetet och den egna utvecklingen. Resultatet visar hur dessa gruppsamtal bidrar till pedagogernas yrkesidentitet och lärande i arbete. ENGLISH ABSRACT Work integrated learning through learning conversations with Parents: A Platform for developing Preschool Teachers’ Learning at Work The following study examines how preschool teachers describe their own learning and their own identity development concerning the introduction of a new type of parent-teacher conference. The conversation that has been conducted has taken place with groups of parents instead of the traditional individual conversations between parents and preschool teachers. In the conversations, the preschool teachers focus on interaction and collective learning among children, and our material for this study consists of texts that the preschool teachers have written to stimulate reflection concerning the new conversation model. The purpose of the study is to understand the conversations as an activity through which a preschool teacher’s learning and identity at work can be developed. Using content analysis, the study highlights how preschool teachers are challenged in terms of knowledge in the context of parents and colleagues, which is why it becomes important for preschool teachers to reflect upon their work and their own development. In addition, the results show how these group conversations contribute to the preschool teacher’s professional identity and learning at work.","PeriodicalId":475849,"journal":{"name":"Nordisk Barnehageforskning","volume":" 33","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135243604","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":"Planverkets blindsone? En analyse av profesjonsfaglig digital kompetanse i emneplanbeskrivelser for barnehagelærerutdanning","authors":"Siri Sollied Madsen, Torstein Undstad, Nils Kristian Tveiterås, Maria Dardanou, Helge Habbestad, Lukas Kosner","doi":"10.23865/nbf.v20.531","DOIUrl":"https://doi.org/10.23865/nbf.v20.531","url":null,"abstract":"Denne studien er en systematisk undersøkelse av hvordan profesjonsfaglig digital kompetanse fremgår av læringsutbyttebeskrivelser i obligatoriske emner på barnehagelærerutdanningene i Norge. Vi har gjennomført en innholdsanalyse av emneplaner til 15 forskjellige studieprogrammer for barnehagelærerutdanning, noe som har resultert i analyse av 100 forskjellige emneplanbeskrivelser. Til tross for at nasjonale retningslinjer slår fast at profesjonsfaglig digital kompetanse skal vektlegges i barnehagelærerutdanninger, behandles dette området først og fremst som et ferdighets- og kunnskapsområde i læringsutbyttebeskrivelsene. Kun to av 14 institusjoner har utarbeidet læringsutbyttebeskrivelser som er definert som generell kompetanse. Vi konkluderer i denne artikkelen med at det eksisterer et gap mellom nasjonale retningslinjer for norsk barnehagelærerutdanning og utarbeidelse av læringsutbyttebeskrivelser i lokale emneplaner. ENGLISH ABSTRACT A blind spot in curricula? An analysis of professional digital competence in subject curricula for early childhood teacher education This study is a systematic investigation on how professional digital competence is implemented in descriptions of learning outcomes for mandatory subjects in early childhood teacher education in Norway. We describe a content analysis of subject curricula for 15 different study programs for early childhood teacher education, which has resulted in a total of 100 different subject curricula. Even though it is defined through national guidelines that professional digital competence is to be emphasized in the study program, this is mainly expressed through learning outcomes defined as knowledge and skills. Only two of 14 institutions have developed descriptions of learning outcomes defined as general competency. In this article we conclude that there is an existing gap between national guidelines for Norwegian early childhood teacher education and the developed learning outcomes in local subject curricula.","PeriodicalId":475849,"journal":{"name":"Nordisk Barnehageforskning","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135393064","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":"Barnets (o)fria undran. Vilka ramar ger läroplanerna för barn att utforska religiösa och existentiella frågor i finska, norska och svenska förskolor?","authors":"Clemens Cavallin, Viktor Magne Johansson, Jan-Erik Mansikka","doi":"10.23865/nbf.v20.433","DOIUrl":"https://doi.org/10.23865/nbf.v20.433","url":null,"abstract":"Artikeln gör en jämförande undersökning av ramvillkoren i finska, norska och svenska nationella läroplaner för barns existentiella och religiösa funderingar i förskolan. De tre länderna hanterar religionens nya roll och relationen mellan kulturell mångfald, kulturarv och värdegrund olika. Den avgörande punkten är i hur hög grad ett sekulärt ideal förskjuter religiösa teman från förskolans pedagogiska verksamhet till en privat sfär och i vilken utsträckning kristendomens tidigare roll att forma medborgare fortfarande anses legitimt, men nu utvidgat till att inkludera också andra religioners identitetsbildning. Värden, principer och idéer i läroplanerna både begränsar och möjliggör barnets rätt till undran över livsfrågor, vilket leder till ett dynamiskt spänningsfält som inkorporeras i sociala institutioner. Detta gäller såväl i en nationell kontext som i pedagogiska situationer på förskolan. Utrymmet för undran över religiösa och existentiella frågor blir dock paradoxalt för både barnet och pedagogen när olika värden och principer motverkar varandra. ENGLISH ABSTRACT The Child’s (un)free Wonder. Curricular Conditions for Children to Explore Religious and Existential Questions in Finnish, Norwegian, and Swedish Kindergartens and Pre-schools The article is a comparative study of curricular conditions in Finland, Norway and Sweden regarding children’s existential and religious questions in early childhood education and care. The three countries diverge in how they deal with the new role of religion and the relation between cultural diversity, cultural heritage and fundamental values. The crucial point is to what degree a secular ideal has moved religious themes from daily activities in ECEC into a private sphere. A central question concerns the legitimacy of the traditional role of Christianity in shaping the identities of citizens, and by extension concerns the legitimacy of identity processes informed by other religions. Values, principles and ideas in curricula both reduce and make possible children’s right to explore existential questions, thereby creating a dynamic field of tensions that is incorporated into social institutions. This is the case both at the national level and in concrete situations within ECEC institutions. However, when values and principles counteract each other, the space for existential and religious wonder becomes paradoxical both for children and staff.","PeriodicalId":475849,"journal":{"name":"Nordisk Barnehageforskning","volume":"57 19","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135819972","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":"Med värden i fokus. Om den didaktiska vad-frågan i pragmatiskt informerad undervisning i förskolan.","authors":"Camilla Löf, Ann-Christine Vallberg Roth","doi":"10.23865/nbf.v20.413","DOIUrl":"https://doi.org/10.23865/nbf.v20.413","url":null,"abstract":"Sedan undervisning fick en mer framträdande position i den svenska reviderade läroplanen för förskolan (Lpfö 18) har lärare i såväl förskola som förskollärarutbildning kämpat med att tolka konceptet. När 2011 års skollag trädde i kraft några år tidigare fick förskolans arbete med normer och värden en starkare ställning. Mot bakgrund av detta blir det intressant att studera båda dessa stärkta mandat – undervisning och värden. Med utgångspunkt i erfarenheter från ett didaktiskt och pragmatiskt informerat undervisningsupplägg är syftet med denna artikel att bidra med kunskap om vilka värderingar som kan framträda i undervisning i förskola. Det empiriska material som genererats genom undervisningsupplägget består av totalt 364 dokument, inklusive 64 videoinspelningar. Detta genomfördes på cirka 120 förskolor och/eller förskoleavdelningar i tio svenska kommuner. Analysen har en didaktisk ansats och kan metodologiskt beskrivas som abduktiv analys. Resultatet indikerar att pragmatiskt informerad undervisning om värden kretsar kring sociala värden, såsom demokrati och (barns) delaktighet. I förskolans praktik är undervisningen organiserad som möjligheter till reflektion, samt som ett ”flerdeltagande”. Vidare framträdde spår av flerstämmighet i relation till kunskapsinnehåll som samspelar på flera olika nivåer samtidigt. ENGLISH ABSTRACT Focusing values. On the didactic question “what” in pragmatically informed teaching in preschool In 2018 teaching was enhanced in the Swedish revised curriculum (Lpfö 18). Both in the preschool practice and in teacher preparation, teachers seem to struggle with the concept. When the Swedish Education Act of 2011 entered into force, the work of preschools with norms and values was also accorded a stronger position. In light of this, it becomes interesting to study both of these strengthened mandates – teaching and values. Drawing upon experiences from a didaktik and pragmatically informed teaching approach, the aim of this article is to contribute with knowledge of what kind of values that can appear in the teaching at the participating preschools. The material underlying the teaching approach consists of a total of 364 documents, including 64 video recordings. This was carried out in about 120 preschools and/or preschool departments in ten Swedish municipalities. The analysis takes a didactic approach and can be methodologically described as abductive analysis. The results indicate that pragmatically informed teaching of values revolves around social values, such as democracy and (children’s) participation; in the preschool practice, the teaching is organized as opportunities for reflection and ”multiparticipation”. Additional traces of multivocality emerged from integrative knowledge content moving within and between various value levels.","PeriodicalId":475849,"journal":{"name":"Nordisk Barnehageforskning","volume":"1 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135273040","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}