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Ferholt, B., Nilsson, M. & Lecusay, R. (2019). Preschool teachers being people alongside young children: The development of adults' relational competences in playworlds. In: Sophie Alcock & Nicola Stobbs (Ed.), Rethinking play as pedagogy: (pp. 17-32). New York: Routledge
Åpne denne publikasjonen i ny fane eller vindu >>Preschool teachers being people alongside young children: The development of adults' relational competences in playworlds
2019 (engelsk)Inngår i: Rethinking play as pedagogy / [ed] Sophie Alcock & Nicola Stobbs, New York: Routledge, 2019, s. 17-32Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

One of the productive challenges of working in early childhood education and care is combining researchers’ and teachers’ knowledge and ways of knowing. This chapter presents findings from studies that combine researchers’ perspectives and teacher’s insights. We suggest that a certain type of adult–child joint play, called playworld, (Lindqvist, 1995), can be a means for preschool teachers to bring their personal selves, not just their professional, teacher selves, into their work with young children (Ferholt & Schuck, forthcoming; Nilsson et al., 2018). We begin from a relational pedagogical perspective (Aspelin & Persson, 2011) where concepts of co-existence and co-operation are central. This conceptual framework is applied in a case study using observations from a two-year ethnographic investigation of three Swedish preschool teachers implementing playworld pedagogy for the first time. Their work was influenced by a pedagogy of listening and exploratory learning, originating from the municipal preschools of Reggio Emilia.

sted, utgiver, år, opplag, sider
New York: Routledge, 2019
Serie
Thinking About Pedagogy in Early Childhood Education
HSV kategori
Identifikatorer
urn:nbn:se:hj:diva-43404 (URN)10.4324/9780429454042-2 (DOI)9781138319219 (ISBN)9781138319226 (ISBN)9780429454042 (ISBN)
Tilgjengelig fra: 2019-04-01 Laget: 2019-04-01 Sist oppdatert: 2020-01-28bibliografisk kontrollert
Lecusay, R., Mrak, L. & Aktaş, V. (2019). Rethinking the Relation between Pedagogy and Sustainability: The Views of Preschool Teachers in Sweden. In: : . Paper presented at Symposium: Barn, lek, lärande och hållbarhet i utomhusmiljöer, 28 augusti, 2019, Jönköping.
Åpne denne publikasjonen i ny fane eller vindu >>Rethinking the Relation between Pedagogy and Sustainability: The Views of Preschool Teachers in Sweden
2019 (engelsk)Konferansepaper, Oral presentation only (Annet vitenskapelig)
Abstract [en]

A core value underpinning activities in early childhood education and care for sustainability (ECECfS) is that these activities be organized to support forms of democratic, intergenerational collaboration in which children can act as “agents of change.” From the perspective of mediational theories of mind, the possibilities for children to participate actively and agentively in ECECfS can be understood by studying the ECEC settings in which these activities unfold as systems of culturally-constituted and historically contingent conditions.

The present study applied this perspective in qualitative case studies of how teachers in three Swedish preschools understand and practice ECECfS, and the degree to which children in these preschools could act as agents of change in relation to ECECfS activities. This research is based on survey and interview data collected from teacher teams in preschools that participated in a series of regional government-sponsored workshops designed to support teachers’ efforts to develop the outdoor spaces in their preschools as sustainable, multifunctional environments. Drawing on concepts from cultural historical activity theory (systemic tensions as underpinning expansive learning), surveys and interview transcripts were analyzed to characterize: how the participating teachers engaged with concepts relevant for understanding their approach to ECECfS (sustainability, teaching, pretend and exploratory play); pedagogical and organizational tensions that teachers described in relation to these concepts; and cultural means that mediated teachers relations to the general object of implementing ECECfS.

Teachers conceptions and practices of ECECfS were in general consistent with findings of prior research of in-service and pre-service preschool staff in Sweden: While teachers understood ECECfS holistically as a project that integrates environmental, economic, and social dimensions, the majority of the activities organized by the teachers emphasized the environmental dimension, with none explicitly emphasizing the economic dimension. Furthermore, teachers in all three schools described their day-to-day preschool practices as inherently about and for sustainability, noting a kind of tension or contradiction with needing to make sustainability explicit in preschool activities.

With respect to opportunities for children to act as agents of change in day-to-day preschool activities, we found examples in all three cases in which children engaged in actions that changed their material environment and/or their participation in relevant community(ies) of practice. Critically, what varied across preschools was if and to what degree these actions were clearly motivated by children’s questions, interests, and/or intentions. We draw on the concepts of instrumental and ontological communities of learners (Matusov et al., 2013) to argue that pedagogical and organizational aspects of each preschool’s idioculture (Fine, 2012) enabled or constrained the possibilities for children to act as agents of change.

HSV kategori
Identifikatorer
urn:nbn:se:hj:diva-45856 (URN)
Konferanse
Symposium: Barn, lek, lärande och hållbarhet i utomhusmiljöer, 28 augusti, 2019, Jönköping
Tilgjengelig fra: 2019-09-09 Laget: 2019-09-09 Sist oppdatert: 2019-09-09bibliografisk kontrollert
Ferholt, B., Lecusay, R. & Nilsson, M. (2018). Adult and Child Learning in Playworlds. In: J. Roopnarie and P. Smith (Ed.), The Cambridge Handbook of Play: Developmental and Disciplinary Perspectives. Cambridge University Press
Åpne denne publikasjonen i ny fane eller vindu >>Adult and Child Learning in Playworlds
2018 (engelsk)Inngår i: The Cambridge Handbook of Play: Developmental and Disciplinary Perspectives / [ed] J. Roopnarie and P. Smith, Cambridge University Press, 2018Kapittel i bok, del av antologi (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Cambridge University Press, 2018
HSV kategori
Identifikatorer
urn:nbn:se:hj:diva-36804 (URN)
Merknad

In press

Tilgjengelig fra: 2017-08-08 Laget: 2017-08-08 Sist oppdatert: 2018-04-16
Nilsson, M., Lecusay, R., Alnervik, K. & Ferholt, B. (2018). Iscensättning av undervisning: målrelationellt lärande i förskolan. Barn, 36(3-4), 109-126
Åpne denne publikasjonen i ny fane eller vindu >>Iscensättning av undervisning: målrelationellt lärande i förskolan
2018 (svensk)Inngår i: Barn, ISSN 0800-1669, Vol. 36, nr 3-4, s. 109-126Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [sv]

Förskolan i Sverige har blivit en del av skolväsendet och begrepp från skolans värld överförs till och ska gälla även för förskolan, däribland undervisning och utbildning. Undervisning definieras i skollagen som målstyrda och lärarledda processer. Vi vill med artikeln bidra till kunskapandet om hur undervisning i förskolan kan förstås. Med begreppen iscensättning och målrelationella- kontra målrationella lärandeprocesser analyserar vi delar av ett årslångt utforskande- och lekprojekt i en förskola. Baserat på analysen argumenterar vi för en målrelationell ansats för att tänka kring och arrangera för målstyrda processer i förskolan.

Abstract [en]

Since 1998, preschool provision in Sweden has been supervised through the Ministry of Edu-cation. Since then, concepts from compulsory schooling have been formally incorporated in this provision. Teaching, is a particularly striking example, as it is currently applied to pre-school based on the definition in the Swedish school law: “teacher-led, goal-oriented pro-cesses.” This paper contributes knowledge concerning how teaching in preschool can be un-derstood. Drawing on the concepts of staging, and goal-relational versus goal-rational pro-cesses, we present analyses of preschool activities documented as part of a year-long project focused on children’s socio-dramatic play and exploration. We argue for a goal-relational ap-proach to thinking about and arranging for goal-directed processes in preschool.

sted, utgiver, år, opplag, sider
Norsk senter for barneforskning (Noseb), 2018
HSV kategori
Identifikatorer
urn:nbn:se:hj:diva-42288 (URN)10.5324/barn.v36i3-4.2900 (DOI)HLKPUFIS (Lokal ID)HLKPUFIS (Arkivnummer)HLKPUFIS (OAI)
Tilgjengelig fra: 2018-12-12 Laget: 2018-12-12 Sist oppdatert: 2019-11-08bibliografisk kontrollert
Nilsson, M., Ferholt, B. & Lecusay, R. (2018). 'The Playing-Exploring Child': Re-conceptualizing the Relationship between Play and Learning in  Early Childhood Education. Contemporary Issues in Early Childhood, 19(3), 231-245
Åpne denne publikasjonen i ny fane eller vindu >>'The Playing-Exploring Child': Re-conceptualizing the Relationship between Play and Learning in  Early Childhood Education
2018 (engelsk)Inngår i: Contemporary Issues in Early Childhood, ISSN 1463-9491, E-ISSN 1463-9491, Vol. 19, nr 3, s. 231-245Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In this paper we problematize the dichotomization of play and learning that often shapes the agenda of early childhood education research and practice. This dichotomization is driven in part by the tendency to define lerning in terms of formal learning (i.e. learning as an outcome of direct instruction; and of school-based approaches that focus on teacher-led, goal directed activities and declarative knowledge; and learning in the content areas, such as math and literacy). We argue for a re-conceptualization of early childhood education that understands learning and development not as an outcome, primarily, of instruction and teaching, but as an outcome of play and exploration. We develop this argument by drawing on Vygotsky’s theories of play, imagination, realistic thinking and creativity. These theories challenge another dichotomy -  that between imagination and reality -  by arguing that imagination is implicated in the meaning making of both play and exploration. Instead of relating play to learning where play is characterized by imagination and learning by reality, our re-conceptualization relates play to exploration and proposes that learning, defined as leading to human development, is an outcome of both of these two activities. We further develop our argument by presenting ethnographic material from a qualitative research project implemented in three Swedish preschools, whose practices are influenced by the Reggio Emilia pedagogical approach. The research conducted in this study contributes to new perspectives on the relationship between play and learning by introducing exploration as a counterpart to play, and this new perspective has implications for the design and practice of early childhood education, as well as for early childhood education research.

sted, utgiver, år, opplag, sider
Sage Publications, 2018
Emneord
Play, learning, exploration, imagination and realistic thinking
HSV kategori
Identifikatorer
urn:nbn:se:hj:diva-32260 (URN)10.1177/1463949117710800 (DOI)000445225400003 ()2-s2.0-85053800442 (Scopus ID)HLKPUFIS (Lokal ID)HLKPUFIS (Arkivnummer)HLKPUFIS (OAI)
Tilgjengelig fra: 2016-11-10 Laget: 2016-11-10 Sist oppdatert: 2019-02-18bibliografisk kontrollert
Nilsson, M., Lecusay, R. & Alnervik, K. (2018). Undervisning i förskolan: Holistisk förskoledidaktik byggd på lek och utforskande. Utbildning och Demokrati, 27(1), 9-32
Åpne denne publikasjonen i ny fane eller vindu >>Undervisning i förskolan: Holistisk förskoledidaktik byggd på lek och utforskande
2018 (svensk)Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 27, nr 1, s. 9-32Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In this article we critically examine and problematizethe concept of teaching in contemporary Swedish preschoolprovision, and sketch a holistic preschool didactics aimed at addressingkey problems that emerge from the implementation of the concept ofteaching in preschool. We briefly survey how teaching is conceptualizedand managed from different theoretical perspectives and institutionaldiscourses. Drawing on cultural historical activity theory and situatedlearning approaches, we argue for the formation of a preschool didacticsbased on a socio-cultural understanding of play in combination with aReggio Emilia-inspired understanding of exploratory and project-basedwork methods.

sted, utgiver, år, opplag, sider
Örebro universitet, 2018
Emneord
Teaching, play, exploration, preschool didactics, socio-cultural theories
HSV kategori
Identifikatorer
urn:nbn:se:hj:diva-40911 (URN)
Merknad

Title in English: Teaching in preschool: holistic preschool didactics built onplay and exploration.

Tilgjengelig fra: 2018-07-02 Laget: 2018-07-02 Sist oppdatert: 2019-11-08bibliografisk kontrollert
Lecusay, R., Nilsson, M. & Ferholt, B. (2017). Exploratory playworlds: Reconsidering the relationship between pretend play and exploration in early childhood education. In: : . Paper presented at 5th International Congress of the International Societyfor Cultural-HistoricalActivity Research, Quebec, August 28th-September1st, 2017..
Åpne denne publikasjonen i ny fane eller vindu >>Exploratory playworlds: Reconsidering the relationship between pretend play and exploration in early childhood education
2017 (engelsk)Konferansepaper, Oral presentation only (Fagfellevurdert)
Abstract [en]

Preschools are increasingly focused on children’s cognitive development and school preparation at the expense of supporting the development of children as whole persons. Two preschool pedagogies that fall outside of this trend, and which have roots in Vygotsky’s theories of learning and development, are playworlds and the Reggio Emiliainspired pedagogy of listening. In playworlds, children’s pretend play is based in an understanding of children as creative. The pedagogy of listening does not focus on play but understands children as engaged, reflective culture creators, and focuses on the creation of environments that afford children’s exploration, a concept not theorized to the same degree as pretend play. In this paper we investigate the concept of exploration and exploratory play in relation to pretend play, and present our understanding of a preschool pedagogy that focuses simultaneously on play and exploration as sufficient for the growth of the whole person, that is, their becoming as a subject. We make this case by presenting two projects, drawn from an ethnography of three Swedish Preschools, in which children’s play and exploration were both foci. We argue that these examples force us to rethink what children do in pretend play and in exploration, and how both pretend play and exploration are related to learning and growth. Emphasizing subjectivity the introduction of scientific concepts, and school-based learning should be reconsidered from a didactical perspective: What, when, and how will scientific concepts be useful in the life of the child and for the growth of subjectivity?

HSV kategori
Identifikatorer
urn:nbn:se:hj:diva-37118 (URN)
Konferanse
5th International Congress of the International Societyfor Cultural-HistoricalActivity Research, Quebec, August 28th-September1st, 2017.
Tilgjengelig fra: 2017-09-01 Laget: 2017-09-01 Sist oppdatert: 2018-04-16bibliografisk kontrollert
Anderstaf, S., Lecusay, R. & Nilsson, M. (2017). "Sometimes we have to clash": How Swedish preschool teachers' engage with cultural value differences. In: : . Paper presented at 27th Annual Conference of the European Early Childhood Education Research Association, Bologna, 29th August–1 st September, 2017..
Åpne denne publikasjonen i ny fane eller vindu >>"Sometimes we have to clash": How Swedish preschool teachers' engage with cultural value differences
2017 (engelsk)Konferansepaper, Oral presentation only (Fagfellevurdert)
Abstract [en]

Research aims: This study aims to contribute knowledge about how preschool teachers engage with tensions stemming from cultural value differences among teachers, caregivers, and children.

Relationship to previous research works: Motivating this work is current socio-cultural circumstances in Sweden in which preschool teachers are negotiating divergent curricular demands that simultaneously promote cultural diversity and a common tradition. Consequently, teachers are experiencing an increased burden to address societal expectations concerning cultural diversity without appropriate communicative and conceptual tools (Björk Willén et. al, 2013; Lunneblad, 2006).

Theoretical and conceptual framework: We draw on Biesta’s (2006) – via Lingis (1994) - conception of the rational community (RC) and the community-without-community (CwC) as an interpretive framework.

Paradigm, methodology and methods: Project data was gathered through a series of focus group interviews with teachers in two preschools in Sweden, using stimulus materials designed to elicit discussion about value conflicts and cultural diversity.

Ethical Considerations: Informed consent was obtained from all study participants.

Main finding or discussion: Teacher engagement with questions of culture and values were organized around discussions of actual and imagined disagreements between teachers and caregivers about activities with preschool children. Analysis through the lens of RC and CwC revealed that teachers on the one hand, reinforced societal values and avoided conflict through invocation of the language of the rational community; on the other hand, from a CWC perspective, they developed insights about the value of conflict as means of gaining insight into the perspectives and cultures of the caregivers, as well as about their professional development.

Implications, practice or policy: Project findings have implications for the development of pedagogical and policy tools related intercultural processes in preschool education practice and research.

HSV kategori
Identifikatorer
urn:nbn:se:hj:diva-37117 (URN)
Konferanse
27th Annual Conference of the European Early Childhood Education Research Association, Bologna, 29th August–1 st September, 2017.
Tilgjengelig fra: 2017-09-01 Laget: 2017-09-01 Sist oppdatert: 2018-04-16bibliografisk kontrollert
Lecusay, R. (2016). Book Review: Play, playfulness, creativity and innovation [Review]. Journal of Playwork Practice, 3(2), 174-175
Åpne denne publikasjonen i ny fane eller vindu >>Book Review: Play, playfulness, creativity and innovation
2016 (engelsk)Inngår i: Journal of Playwork Practice, ISSN 2053-1621, Vol. 3, nr 2, s. 2s. 174-175Artikkel, omtale (Annet (populærvitenskap, debatt, mm)) Published
Publisher
s. 2
Emneord
play, creativity, innovation
HSV kategori
Identifikatorer
urn:nbn:se:hj:diva-34283 (URN)
Tilgjengelig fra: 2016-12-12 Laget: 2016-12-12 Sist oppdatert: 2018-01-14bibliografisk kontrollert
Nilsson, M., Ferholt, B. & Lecusay, R. (2016). Professional development through participation in playworld. In: Abstract book: 26th EECERA Annual Conference, 'Happiness, Relationships, Emotion & Deep Level Learning', Dublin, Ireland, 31st August – 3rd September 2016. Paper presented at 26th EECERA Annual Conference, 'Happiness, Relationships, Emotion & Deep Level Learning', Dublin, Ireland, 31st August – 3rd September 2016.
Åpne denne publikasjonen i ny fane eller vindu >>Professional development through participation in playworld
2016 (engelsk)Inngår i: Abstract book: 26th EECERA Annual Conference, 'Happiness, Relationships, Emotion & Deep Level Learning', Dublin, Ireland, 31st August – 3rd September 2016, 2016Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

The aim of the paper is to develop knowledge about preschool teacher's professional development in activities based on a play pedagogical approach known as playworlds (Lindqvist, 1995). There is scant literature on teacher development that focuses on the teacher understood as a whole self -that is as a professional and a person. One exception is Ferholt and Lecusay's (2010) case study of adult-child mutual development in a playworld activity which highlights the potential of the playworld pedagogy for promoting qualitative changes in preschool teacher's pedagogical practices. We will apply the framework of relational pedagogy and particularly the concept of co-existence (Aspelin, 2011). The research presented draws on narrative analyses of transcripts of preschool teacher reflection meetings. These meetings were documented as part of an ethnography of three preschool units that incorporated a playworld approach during one school year in their Reggio-inspired classrooms. Informed consent was obtained from allthe teacher participants in this study. Participating preschool teachers described experiencing changes in their engagement at the preschool that were based on the integration of their professional and personal selves. This included a greater understanding of children's perspectives leading to a deepened connection with the children, and concomitant positive effects on collaboration between children and teachers. The teacher's attributed these changes to the ways in which in role-play with the children helped them step outside of their traditional role as teachers This research describes features of the playworld that promote this kind of holistic teacher development.

Emneord
playworld, professional development, narrative analysis, co-existence, holistic teacher development
HSV kategori
Identifikatorer
urn:nbn:se:hj:diva-31649 (URN)
Eksternt samarbeid:
Konferanse
26th EECERA Annual Conference, 'Happiness, Relationships, Emotion & Deep Level Learning', Dublin, Ireland, 31st August – 3rd September 2016
Tilgjengelig fra: 2016-09-03 Laget: 2016-09-03 Sist oppdatert: 2017-06-26bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0003-3353-6170