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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
Open this publication in new window or tab >>Adult and Child Learning in Playworlds
2018 (English)In: The Cambridge Handbook of Play: Developmental and Disciplinary Perspectives / [ed] J. Roopnarie and P. Smith, Cambridge University Press, 2018Chapter in book (Refereed)
Place, publisher, year, edition, pages
Cambridge University Press, 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-36804 (URN)
Note

In press

Available from: 2017-08-08 Created: 2017-08-08 Last updated: 2018-04-16
Alnervik, K., Öhman, C., Lidén, E. & Nilsson, M. (2018). Barn och vårdnadshavares minnen av deltagande i pedagogisk dokumentation. Tidsskrift For Nordisk Barnehageforskning, 17(8)
Open this publication in new window or tab >>Barn och vårdnadshavares minnen av deltagande i pedagogisk dokumentation
2018 (Swedish)In: Tidsskrift For Nordisk Barnehageforskning, ISSN 1890-9167, Vol. 17, no 8Article in journal (Refereed) Published
Abstract [sv]

Syftet med artikeln är att bidra till kunskapandet om pedagogisk dokumentation med specifikt fokus på dokumentationens betydelse ur ett demokratiperspektiv. Trots många studier kring pedagogisk dokumentation finns det få studier som explicit utgår ifrån barn och vårdnadshavares perspektiv. I artikeln analyseras barns och vårdnadshavares samtal utifrån minnesbilder, vilka framträder i fokusgruppssamtal, från förskoletiden i relation till pedagogiskt dokumentationsarbete. Resultatet visar att den pedagogiska dokumentationspraktiken bidrog till skapandet av en praktikgemenskap på förskolan vilket i sin tur möjliggjorde en demokratisk undervisning.

Abstract [en]

The purpose of the article is to contribute with knowledge of pedagogical documentation with a particular focus on the importance of documentation from a democracy perspective. While there are many studies of pedagogical documentation, few studies explicit examine this practice from the perspective of children and guardians. Analyses, based on focus group data of children ́s and guardian ́s conversations from memories of the children ́s time spent in preschool in relation to educational documentation work, are presented. Pedagogical documentation practice is shown to contribute to the creation of a community of practice at the preschool, which in turn enabled democratic education.

Place, publisher, year, edition, pages
Universitetsbiblioteket OsloMet, 2018
Keywords
democracy, pedagogical documentation, community of practice, social control, demokrati, pedagogisk dokumentation, praktikgemenskap, social kontroll
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-41165 (URN)
Available from: 2018-08-17 Created: 2018-08-17 Last updated: 2018-08-17Bibliographically approved
Nilsson, M., Grankvist, A.-K., Johansson, E., Thure, J. & Ferholt, B. (2018). Lek, lärande och lycka - Lekande och utforskande i förskolan. Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Lek, lärande och lycka - Lekande och utforskande i förskolan
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2018 (English)Book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2018. p. 128
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-38961 (URN)978-91-40-69735-6 (ISBN)
Available from: 2018-03-06 Created: 2018-03-06 Last updated: 2018-04-16Bibliographically approved
Nilsson, M., Lecusay, R. & Alnervik, K. (2018). Undervisning i förskolan: Holistisk förskoledidaktik byggd på lek och utforskande. Utbildning och Demokrati, 27(1), 9-32
Open this publication in new window or tab >>Undervisning i förskolan: Holistisk förskoledidaktik byggd på lek och utforskande
2018 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 27, no 1, p. 9-32Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Örebro universitet, 2018
Keywords
Teaching, play, exploration, preschool didactics, socio-cultural theories
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-40911 (URN)
Note

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

Available from: 2018-07-02 Created: 2018-07-02 Last updated: 2018-07-03Bibliographically approved
Nilsson, M. & Ferholt, B. (2017). Aesthetics of play and joint playworlds. In: T. Bruce, P. Hakkarainen, M. Bredikyte (Ed.), The Routledge International Handbook of Early Childhood Play: (pp. 58-69). London: Routledge
Open this publication in new window or tab >>Aesthetics of play and joint playworlds
2017 (English)In: The Routledge International Handbook of Early Childhood Play / [ed] T. Bruce, P. Hakkarainen, M. Bredikyte, London: Routledge, 2017, p. 58-69Chapter in book (Refereed)
Place, publisher, year, edition, pages
London: Routledge, 2017
Series
Routledge international handbook series
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-31832 (URN)000438898900007 ()978-1-315-73529-0 (ISBN)978-1-138-83371-5 (ISBN)
Available from: 2016-09-22 Created: 2016-09-22 Last updated: 2018-08-24Bibliographically approved
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..
Open this publication in new window or tab >>Exploratory playworlds: Reconsidering the relationship between pretend play and exploration in early childhood education
2017 (English)Conference paper, Oral presentation only (Refereed)
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?

National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-37118 (URN)
Conference
5th International Congress of the International Societyfor Cultural-HistoricalActivity Research, Quebec, August 28th-September1st, 2017.
Available from: 2017-09-01 Created: 2017-09-01 Last updated: 2018-04-16Bibliographically approved
Nilsson, M. & Ferholt, B. (2017). Playworld and the Pedagogy of Listening. In: Tina Bruce, Pentti Hakkarainen, Milda Milda Bredikyte (Ed.), Routledge International Handbook of Play in Early Childhood: (pp. 261-273). Routledge
Open this publication in new window or tab >>Playworld and the Pedagogy of Listening
2017 (English)In: Routledge International Handbook of Play in Early Childhood / [ed] Tina Bruce, Pentti Hakkarainen, Milda Milda Bredikyte, Routledge, 2017, p. 261-273Chapter in book (Refereed)
Place, publisher, year, edition, pages
Routledge, 2017
Series
Routledge international handbook series
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-31834 (URN)9781138833715 (ISBN)
Available from: 2016-09-22 Created: 2016-09-22 Last updated: 2018-04-16Bibliographically approved
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..
Open this publication in new window or tab >>"Sometimes we have to clash": How Swedish preschool teachers' engage with cultural value differences
2017 (English)Conference paper, Oral presentation only (Refereed)
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.

National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-37117 (URN)
Conference
27th Annual Conference of the European Early Childhood Education Research Association, Bologna, 29th August–1 st September, 2017.
Available from: 2017-09-01 Created: 2017-09-01 Last updated: 2018-04-16Bibliographically approved
Nilsson, M., Ferholt, B. & Lecusay, R. (2017). 'The Playing-Exploring Child': Re-conceptualizing the Relationship between Play and Learning in  Early Childhood Education. Contemporary Issues in Early Childhood
Open this publication in new window or tab >>'The Playing-Exploring Child': Re-conceptualizing the Relationship between Play and Learning in  Early Childhood Education
2017 (English)In: Contemporary Issues in Early Childhood, ISSN 1463-9491, E-ISSN 1463-9491Article in journal (Refereed) Epub ahead of print
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.

Place, publisher, year, edition, pages
Sage Publications, 2017
Keywords
Play, learning, exploration, imagination and realistic thinking
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-32260 (URN)10.1177/1463949117710800 (DOI)HLKSkolnäraIS (Local ID)HLKSkolnäraIS (Archive number)HLKSkolnäraIS (OAI)
Available from: 2016-11-10 Created: 2016-11-10 Last updated: 2018-04-16
Ferholt, B., Nilsson, M., Jansson, A. & Alnervik, K. (2016). Current playworld research in Sweden: Rethinking the role of young children and their teachers in the design and execution of early childhood research. In: Will Parnell & Jeanne Marie Iorio (Ed.), Disrupting early childhood education research: Imagining new possibilities (pp. 117-138). New York: Routledge
Open this publication in new window or tab >>Current playworld research in Sweden: Rethinking the role of young children and their teachers in the design and execution of early childhood research
2016 (English)In: Disrupting early childhood education research: Imagining new possibilities / [ed] Will Parnell & Jeanne Marie Iorio, New York: Routledge, 2016, p. 117-138Chapter in book (Refereed)
Place, publisher, year, edition, pages
New York: Routledge, 2016
Series
Changing images of early childhood
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-25567 (URN)9781138839106 (ISBN)9781138839113 (ISBN)9781315733623 (ISBN)
Available from: 2015-01-12 Created: 2015-01-12 Last updated: 2016-08-11Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9547-2892

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