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Publications (10 of 33) Show all publications
Richardson, T., Waite, S., Askerlund, P., Almers, E. & Hvit Lindstrand, S. (2023). How does nature support early language learning?: A systematic literature review. Early years
Open this publication in new window or tab >>How does nature support early language learning?: A systematic literature review
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2023 (English)In: Early years, ISSN 0957-5146, E-ISSN 1472-4421Article, review/survey (Refereed) Epub ahead of print
Abstract [en]

The way a young child uses language has an impact on their future life. Early language acquisition is a determinant in adult employment, mental health and relationships with others. At the same time there is a broad evidence base that play and learning in the natural environment is beneficial for young children's physical, emotional, social and cognitive development. However, literature about how these two contributions to children's early development intersect and combine, in particular whether and how early language learning in children aged between 3 and 7 years might be enhanced in nature, is harder to find. For this paper, we undertook a systematic literature review to explore and report on research within this important area. Based on an in-depth study of 181 articles, we found that scant literature exists about how children's language is developed within natural environments. Although this appears to be a topic that is discussed in practice-oriented publications, it was found that very few researchers are focusing on and reporting within this area. Twelve papers were thoroughly analysed and three themes identified and discussed; desire to communicate, communication skills and literacy skills. This paper concludes by suggesting areas for future research.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
nature, speech and language development, systematic literature review, forest school, natural environments, early childhood
National Category
Learning
Identifiers
urn:nbn:se:hj:diva-61605 (URN)10.1080/09575146.2023.2220978 (DOI)001014728500001 ()2-s2.0-85163222757 (Scopus ID)intsam;888022 (Local ID)intsam;888022 (Archive number)intsam;888022 (OAI)
Available from: 2023-06-26 Created: 2023-06-26 Last updated: 2023-08-15
Almers, E. (2023). Review of existing literature about earlyl anguage development in nature. In: S. Waite & P. Askerlund (Ed.), Early language development in nature: Theoretical handbook (pp. 57-59). Ljubljana: Center šolskih in obšolskih dejavnosti (CŠOD)
Open this publication in new window or tab >>Review of existing literature about earlyl anguage development in nature
2023 (English)In: Early language development in nature: Theoretical handbook / [ed] S. Waite & P. Askerlund, Ljubljana: Center šolskih in obšolskih dejavnosti (CŠOD) , 2023, p. 57-59Chapter in book (Other academic)
Place, publisher, year, edition, pages
Ljubljana: Center šolskih in obšolskih dejavnosti (CŠOD), 2023
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-63272 (URN)978-961-95963-7-1 (ISBN)
Available from: 2024-01-10 Created: 2024-01-10 Last updated: 2024-01-10Bibliographically approved
Almers, E., Askerlund, P. & Samuelsson, T. (2023). The perfect schoolyard for future children: Primary school children’s participation in envisioning workshops. Children, Youth and Environments, 33(1), 101-121
Open this publication in new window or tab >>The perfect schoolyard for future children: Primary school children’s participation in envisioning workshops
2023 (English)In: Children, Youth and Environments, E-ISSN 1546-2250, Vol. 33, no 1, p. 101-121Article in journal (Refereed) Published
Abstract [en]

This Swedish study investigates how primary school children’s perspectives on a “good schoolyard” can be illuminated through envisioning workshops using model-making. In addition to advocating for the qualities and affordances of the standard schoolyard equipment, children also suggested and constructed new features affording playing with domestic animals, being in peace and quiet in tree houses, picking fruit, and using digital playgrounds.For the children to go beyond reproducing the features, environmental qualities, and affordances of their current schoolyards, they needed plenty of time for communication and hands-on activities, opportunities to relax, imagine, and receive input and inspiration from others’ experiences.

Place, publisher, year, edition, pages
University of Cincinnati, 2023
Keywords
envisioning, primary school, schoolyard, affordances, environmental qualities, model-making, participatory envisioning workshop
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hj:diva-59972 (URN)10.1353/cye.2023.0002 (DOI)
Available from: 2023-03-10 Created: 2023-03-10 Last updated: 2023-04-27Bibliographically approved
Askerlund, P., Almers, E., Tuvendal, M. & Waite, S. (2022). Growing nature connection through greening schoolyards: preschool teachers’ response to ecosystem services innovations. Education 3-13
Open this publication in new window or tab >>Growing nature connection through greening schoolyards: preschool teachers’ response to ecosystem services innovations
2022 (English)In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article reports how Swedish teachers' aims and practices were modified by an ecosystem services development project that introduced insect hotels, bird boxes and planting to ten preschool yards. Teachers' understanding of ecosystem services, human-nature relationships and the impact of these on nature connectedness showed that their conceptualisations of human-nature relationships were shifting and complex, reflecting overlapping ideas about what schoolyard ecosystem services might mean to/for young children and how children's connection with nature might best be supported. The findings suggest creating pockets of urban nature in schoolyards is a useful strategy to unpack some of this complexity through direct experience of ecosystems encouraging interest in, concern for and understanding of our mutuality with nature.

Place, publisher, year, edition, pages
Taylor & Francis, 2022
Keywords
Environmental education, schoolyard development, ecosystem services, nature connectedness, human–nature relations
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-58967 (URN)10.1080/03004279.2022.2148485 (DOI)000888929100001 ()2-s2.0-85142428439 (Scopus ID)HOA;;58967 (Local ID)HOA;;58967 (Archive number)HOA;;58967 (OAI)
Funder
Swedish Research Council Formas, [2016-20101
Available from: 2022-11-22 Created: 2022-11-22 Last updated: 2022-12-05
Almers, E., Askerlund, P., Samuelsson, T. & Waite, S. (2021). Children’s preferences for schoolyard features and understanding of ecosystem service innovations – a study in five Swedish preschools. Journal of Adventure Education and Outdoor Learning, 21(3), 230-246
Open this publication in new window or tab >>Children’s preferences for schoolyard features and understanding of ecosystem service innovations – a study in five Swedish preschools
2021 (English)In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 21, no 3, p. 230-246Article in journal (Refereed) Published
Abstract [en]

This study was carried out within a project to promote health and ecosystem services, ?the benefits people obtain from ecosystems?, in preschools in Sweden. The paper applies the concept ?affordance? to capture the functional meaning that children assign to different material aspects of their schoolyards before and after the installation of additional environmental features. The findings from walk-and-talks with 23 preschool children highlight what features children preferred in their yards and why. Few children showed spontaneous attention to the installed features, e.g. insect hotels. This might be more because children were not enough involved within the schoolyard development and experienced little guided exploration of environmental affordances, rather than a lack of interest per se. Given this, we suggest that development projects to upgrade schoolyards for improved ecosystem services should involve children in the design of the ecosystem services promoting features throughout the development work, and thereby, integrally, promote ecological literacy.

Place, publisher, year, edition, pages
Taylor & Francis, 2021
Keywords
Outdoor environment, affordance, schoolyard, ecosystem services, preschool
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-48863 (URN)10.1080/14729679.2020.1773879 (DOI)000543440000001 ()2-s2.0-85087055103 (Scopus ID)HOA;;1435506 (Local ID)HOA;;1435506 (Archive number)HOA;;1435506 (OAI)
Funder
Swedish Research Council Formas, 2016-20101
Available from: 2020-06-05 Created: 2020-06-05 Last updated: 2022-07-22Bibliographically approved
Askerlund, P. & Almers, E. (2019). Det är den digitala kompetensen som måste utvecklas. Jönköpings-Posten (30 november)
Open this publication in new window or tab >>Det är den digitala kompetensen som måste utvecklas
2019 (Swedish)In: Jönköpings-Posten, ISSN 1103-9469, no 30 novemberArticle in journal, News item (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Jönköping: Hall Media, 2019
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-47155 (URN)
Note

Replik till Peter Hallgrens debattinlägg "Våra barn riskerar att hamna i ett digitalt utanförskap" i Jönköpings-Posten, 2019-11-23. 

Available from: 2019-12-18 Created: 2019-12-18 Last updated: 2019-12-18Bibliographically approved
Hammarsten, M., Askerlund, P., Almers, E., Avery, H. & Samuelsson, T. (2019). Developing ecological literacy in a forest garden: children’s perspectives. Journal of Adventure Education and Outdoor Learning, 19(3), 227-241
Open this publication in new window or tab >>Developing ecological literacy in a forest garden: children’s perspectives
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2019 (English)In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 19, no 3, p. 227-241Article in journal (Refereed) Published
Abstract [en]

Today, cities become more dense, green spaces disappear and children spend less time outdoors. Research suggests that these conditions create health problems and lack of ecological literacy. To reverse such trends, localities are creating urban green spaces for children to visit during school time. Drawing on ideas in ecological literacy, this study investigates school children’s perspectives on a forest garden, a type of outdoor educational setting previously only scarcely researched. Data were collected through walk-and-talk conversations and informal interviews with 28 children aged 7 to 9. Many children in the study expressed strong positive feelings about the forest garden, the organized and spontaneous activities there, and caring for the organisms living there. We observed three aspects of learning in the data, potentially beneficial for the development of children’s ecological literacy: practical competence, learning how to co-exist and care, and biological knowledge and ecological understanding.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
forest garden; social Studies of childhood; children’s perspectives; walk-and-talk conversations; ecological literacy
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-41474 (URN)10.1080/14729679.2018.1517371 (DOI)000470670800004 ()2-s2.0-85053503238 (Scopus ID)HOA HLK 2019 (Local ID)HOA HLK 2019 (Archive number)HOA HLK 2019 (OAI)
Note

The article was awarded the Sustainability & Diversity Award at the Shaping our Future - JU Sustainability Festival on 3 October 2019.

Available from: 2018-09-17 Created: 2018-09-17 Last updated: 2024-05-07Bibliographically approved
Gustafsson, M., Almers, E. & Askerlund, P. (2019). Samverkan och urvalsprocess angående åtgärder med syfte att utveckla ekosystemtjänster på förskolegården. In: : . Paper presented at Forskningsbaserad undervisning – Teori och praktik i samverkan, 12 November 2019, Jönköping University, Högskolan för Lärande och Kommunikation i samarbete med Utbildningsförvaltningen i Jönköpings Kommun.
Open this publication in new window or tab >>Samverkan och urvalsprocess angående åtgärder med syfte att utveckla ekosystemtjänster på förskolegården
2019 (Swedish)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [sv]

Region Jönköpings län inledde 2016 tillsammans med JU, Riksbyggen, Vätterhem och nio förskolor i regionen ett forskningsbaserat samverkansprojekt för att utveckla multifunktionella urbana förskolegårdar med förstärkta ekosystemtjänster för hälsa, lek, lärande och hållbarhet.

Ekosystemtjänster är ett sätt att benämna produkter och tjänster som naturen förser oss med, såsom försörjande ekosystemtjänster, som ger oss frukter, bär och ätbara blad; stödjande ekosystemtjänster, som bidrar med skydd mot UV-ljus, förbättrad luftkvalitet, vattenreglering och kolbindning samt kulturella ekosystemtjänster, såsom, rekreation, välbefinnande, möjligheter till lek, rörelse och lärande, vilka bidrar till gemenskap i närmiljön.

Ekosystemtjänstperspektivet har använts både vid planering, utveckling och utvärdering av multifunktionella utomhusmiljöer vid förskolorna i ett systematiskt kvalitets- och utvecklingsarbete. De 9 deltagande förskolorna utformade sina visioner och mål för sina utemiljöer i varsin workshop. Detta skedde i samverkan med forskare från SER-gruppen vid JU, av förskolorna specifikt inbjudna gäster samt en hållbarhetschef vid Riksbyggen som ledde samtliga workshops via länk.

I respektive workshop inventerades och dokumenterades 15 befintliga ekosystemtjänster i Riksbyggens digitala mätverktyg för ekosystemtjänster. Deltagande förskollärare beskrev också sin vision för hur de vill att förskolegården ska utvecklas. Även denna fördes in i Riksbyggens digitala verktyg. Forskarna och Riksbyggen har förutom att dokumentera processen också funnits med som resurs genom att komma med förslag till möjliga åtgärder.

Förutom att varje förskola har haft en egen workshop om sin specifika förskolegård har de tillsammans med de övriga medverkande parterna deltagit i gemensamma föreläsningar och erfarenhetsutbyten vid inspirationsträffar arrangerade av regionens folkhälsoavdelning.

Ett syfte med forskningsstudien har varit att undersöka vilka ekosystemtjänster som prioriteras och utvecklas av deltagarna under såväl som efter förbättringsarbetet, samt hur urvalet av ekosystemtjänster gått till.

Förskolornas workshops spelades in under våren 2017 och har analyserats kvalitativt med utgångspunkt från deltagarnas utsagor, som framkom under nämnda workshops. I dessa workshops deltog lärarna från respektive förskola, Riksbyggens representant samt projektets forskare från HLK. Efter ett och ett halvt år fick förskolorna dessutom besvara en enkät om vilka åtgärder för att stärka ekosystemtjänster som genomförts.

Preliminärt visar resultaten, i flera fall, på likheter i de val av ekosystemtjänster som förskolorna valde att lyfta fram, men även att idéen till att satsa på olika ekosystemtjänster kan komma från olika kategorier av workshopdeltagare. Lärarna lyfter vid flera fall fram verksamhetens förutsättningar som grund för val av åtgärd. De åtgärder som flest förskolor valt att genomföra, enligt enkäten, var att anlägga insektshotell, plantera blommande växter för pollinerare, odla i pallkragar och sätta upp fågelholkar. Åtgärder som genomfördes av få förskolor var exempelvis utplacering av död ved och anläggning av vattenspegel. Vid den aktuella tillämpningen av Riksbyggens mätverktyg är en svaghet att ekosystemtjänster inte kvantifieras i tillräcklig grad.

National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-46815 (URN)
Conference
Forskningsbaserad undervisning – Teori och praktik i samverkan, 12 November 2019, Jönköping University, Högskolan för Lärande och Kommunikation i samarbete med Utbildningsförvaltningen i Jönköpings Kommun
Funder
Swedish Research Council Formas
Available from: 2019-11-13 Created: 2019-11-13 Last updated: 2019-11-13
Golino, H., Hamer, R., Almers, E. & Kjellström, S. (2019). The structure of the epistemological development in teaching learning questionnaire. Cogent Education, 6(1), Article ID 1655211.
Open this publication in new window or tab >>The structure of the epistemological development in teaching learning questionnaire
2019 (English)In: Cogent Education, E-ISSN 2331-186X, Vol. 6, no 1, article id 1655211Article in journal (Refereed) Published
Abstract [en]

New measurement of students' learning and teaching concepts is essential for creating constructive alignment in teaching and support formative assessment to promote epistemic development. The Epistemological Development in Teaching Learning Questionnaire (EDTLQ) was developed to meet these needs. In the present study, the factor structure of EDTLQ was examined using a sample of 643 students from a Swedish University. The results show that the correlated six-factor model fits the data the best. The result is consistent with the developmental theory that posits development as a dynamic highly correlated process varying across and within domains. There is a potential to use EDTLQ as a tool for adapting teaching to appropriate levels of understanding within different domains. The EDTLQ is one of the few measurements that can be used to assess students' learning concepts so that education/teaching can be adapted to support students? development of more complex levels of thinking about learning.

Place, publisher, year, edition, pages
Cogent OA, 2019
Keywords
epistemological development, teaching, learning concepts, measurement, stage theory, correlated trait model, questionnaire
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-45699 (URN)10.1080/2331186X.2019.1655211 (DOI)000482932900001 ()2-s2.0-85071645559 (Scopus ID)GOA HHJ 2019,GOA HLK 2019;HHJIMPROVEIS,HLKLPSIS (Local ID)GOA HHJ 2019,GOA HLK 2019;HHJIMPROVEIS,HLKLPSIS (Archive number)GOA HHJ 2019,GOA HLK 2019;HHJIMPROVEIS,HLKLPSIS (OAI)
Available from: 2019-08-26 Created: 2019-08-26 Last updated: 2021-11-09Bibliographically approved
Hammarsten, M., Askerlund, P., Almers, E., Avery, H. & Samuelsson, T. (2018). Barns perspektiv på att vistas i en skogsträdgård. In: : . Paper presented at Nordisk forskningskonferens om miljö- och hållbarhetsutbildning, 25–26 oktober 2018, Örebro universitet.
Open this publication in new window or tab >>Barns perspektiv på att vistas i en skogsträdgård
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2018 (Swedish)Conference paper, Oral presentation only (Refereed)
Keywords
skogsträdgård, lågstadieelever, samtalspromenader
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-42291 (URN)
Conference
Nordisk forskningskonferens om miljö- och hållbarhetsutbildning, 25–26 oktober 2018, Örebro universitet
Available from: 2018-12-13 Created: 2018-12-13 Last updated: 2024-05-07Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3199-6755

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