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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: 2019-02-15Bibliographically approved
Nilsson, M., Lecusay, R., Alnervik, K. & Ferholt, B. (2018). Iscensättning av undervisning: målrelationellt lärande i förskolan. Barn, 36(3-4), 109-126
Open this publication in new window or tab >>Iscensättning av undervisning: målrelationellt lärande i förskolan
2018 (Swedish)In: Barn, ISSN 0800-1669, Vol. 36, no 3-4, p. 109-126Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Norsk senter for barneforskning (Noseb), 2018
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-42288 (URN)10.5324/barn.v36i3-4.2900 (DOI)HLKPUFIS (Local ID)HLKPUFIS (Archive number)HLKPUFIS (OAI)
Available from: 2018-12-12 Created: 2018-12-12 Last updated: 2019-01-10Bibliographically approved
Alnervik, K. (2018). Systematic documentation: structures and tools in a practice of communicative documentation. Contemporary Issues in Early Childhood, 19(1), 72-84
Open this publication in new window or tab >>Systematic documentation: structures and tools in a practice of communicative documentation
2018 (English)In: Contemporary Issues in Early Childhood, ISSN 1463-9491, E-ISSN 1463-9491, Vol. 19, no 1, p. 72-84Article in journal (Refereed) Published
Abstract [en]

Swedish preschool teachers must systematically document activities in the preschool in order to evaluate the quality of these activities. Pedagogical documentation is one form of documentation that is proposed. The aim of this article is to discuss and create knowledge of structures and tools based on different communicative aspects of pedagogical documentation. The empirical data consists of statements from preschool teachers with many years of experience of using pedagogical documentation. Their statements have been analyzed based on Wartofsky's concept of primary, secondary and tertiary artifacts. The study points to the importance of various tools of organisation in providing direction and frames for documentation in order to enable structures of communication built on rhizomatic learning.

Place, publisher, year, edition, pages
Sage Publications, 2018
Keywords
Pedagogical documentation, mediating artifacts, systematic documentation, preschool
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-31659 (URN)10.1177/1463949118762147 (DOI)000429783300007 ()2-s2.0-85044068880 (Scopus ID)
Available from: 2016-09-05 Created: 2016-09-05 Last updated: 2019-02-15Bibliographically 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
Alnervik, K., Öhman, C. & Lidén, E. (2017). "That's the way it was": Children's and parents' reflections regarding pedagogical documentation. In: Abstract book: 27th EECERA Annual Conference 'Social Justice, Solidarity And Children’s Rights', Bologna, Italy, 29th August – 1st September 2017. Paper presented at 27th EECERA Conference, Bologna, Italy, 29th August – 1st September 2017 (pp. 38).
Open this publication in new window or tab >>"That's the way it was": Children's and parents' reflections regarding pedagogical documentation
2017 (English)In: Abstract book: 27th EECERA Annual Conference 'Social Justice, Solidarity And Children’s Rights', Bologna, Italy, 29th August – 1st September 2017, 2017, p. 38-Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The study aims to develop knowledge concerning how children and parents reflect on and make meaning of pedagogical documentation gathered in Reggio-inspired preschool projects. From a pedagogical documentation perspective, children are understood to be knowledge creators, it is therefore important to make children's voices visible (Dahlberg, Moss & Pence, 2001) However,questions have been raised about (a) if and how children are given opportunities to participate in the production of pedagogical documentation (Lenz Taguchi, 2012, Lindgren, 2012), and (b) the ethics of representing children in the documentation (Lindgren2016). Our theoretical framework is based on Biesta's (2006) concept of the rational community and the community-without-community. The study data was gathered through focus groups with eight children and their parents. The children and parents were askedto review samples of pedagogical documentation from the child's time in preschool. The documentation was also used as stimulus material during the interview. Finally, the parents were also asked to discuss with their children their memories regarding how it felt to be documented. Interview transcripts were subjected to narrative analyses. Informed consent was obtained from all study participants. Three themes emerged concerning the experience of working with and being a part of the practice of pedagogical documentation: a sense of context, the sense of participation and the sense of a way to explore life. Our analysis highlights that the children had opportunities to participate in the practice of documentation in a project and therefore their voices were supported in "breaking into the world"

Keywords
pedagogical documentation, narrative analyses, project, preschool, child and parent participation
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hj:diva-37195 (URN)
Conference
27th EECERA Conference, Bologna, Italy, 29th August – 1st September 2017
Available from: 2017-09-06 Created: 2017-09-06 Last updated: 2018-04-16Bibliographically approved
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
Nilsson, M., Hvit Lindstrand, S., Öhman, C. & Alnervik, K. (2016). Förskoledidaktisk forskning i dialog med förskolans praktik: Metoder och utmaningar. In: Elsie Anderberg (Ed.), Skolnära forskningsmetoder: (pp. 143-158). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Förskoledidaktisk forskning i dialog med förskolans praktik: Metoder och utmaningar
2016 (Swedish)In: Skolnära forskningsmetoder / [ed] Elsie Anderberg, Lund: Studentlitteratur AB, 2016, p. 143-158Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2016
National Category
Educational Sciences Didactics
Identifiers
urn:nbn:se:hj:diva-31213 (URN)9789144110271 (ISBN)
Available from: 2016-08-10 Created: 2016-08-10 Last updated: 2016-08-10Bibliographically approved
Alnervik, K. (2016). Systematic quality work with Pedagogical documentation: A Bahktinian Polyphonic Analysis. 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 (pp. 127).
Open this publication in new window or tab >>Systematic quality work with Pedagogical documentation: A Bahktinian Polyphonic Analysis
2016 (English)In: Abstract book: 26th EECERA Annual Conference, 'Happiness, Relationships, Emotion & Deep Level Learning', Dublin, Ireland, 31st August – 3rd September, 2016., 2016, p. 127-Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Abstract

Swedish preschool teachers are obliged to work with systematic documentation and assessment of children’s changing knowledge. The aim of this study is to contribute to research on assessment in preschool, by highlighting multiple voices portrayed in a transformative documentation practice, built on systematic work of pedagogical documentation.

Pedagogical documentation refers to two related areas: 1) the process, and 2) content in the process (Dahlberg et al, 2006). Pedagogical documentation is primarily about trying to understand what is going on in pedagogical work, to understand what a child knows and learns, without predetermined expectations (Dahlberg et al, 2006).

Bakhtin’s concept of polyphony is used as a conceptual framework.

The methodology is qualitative text analysis. Preschool teachers’ voices are analyzed in relation to the concept of transformative assessment (Vallberg Roth, 2014), as well as the Bahktinian concepts of dialogicity, the authoritarian word, and unconditional connections.

Informed consent was obtained from all the participants in this study: teachers and parents of the children at the preschool.

The results show a complexity of simultaneously existing polyphonic voices, where the teachers are negotiating their efforts to engage dialogically, in order to connect with the children, and the demands of authoritative voices related to assessment.

By highlighting the complexities and tensions involved in systematic quality work, this research has implications for the development of teacher’s assessment and evaluation practices

Keywords
systematic documentation, pedagogical documentation, polyphony, transformative assessment, relational processes, Bakhtin
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hj:diva-31660 (URN)
External cooperation:
Conference
26th EECERA Annual Conference
Available from: 2016-09-05 Created: 2016-09-05 Last updated: 2016-09-06Bibliographically approved
Ferholt, B., Nilsson, M., Jansson, A. & Alnervik, K. (2015). Creativity in education: Play and exploratory learning (1ed.). In: Thomas Hansson (Ed.), Contemporary approaches to activity theory: Interdisciplinary perspectives on human behavior (pp. 264-284). Hershey: IGI Global
Open this publication in new window or tab >>Creativity in education: Play and exploratory learning
2015 (English)In: Contemporary approaches to activity theory: Interdisciplinary perspectives on human behavior / [ed] Thomas Hansson, Hershey: IGI Global, 2015, 1, p. 264-284Chapter in book (Refereed)
Abstract [en]

The goal of this chapter is to respond to the scarcity of literature on creativity that is relevant both to CHAT and in the field of education. The authors explore Vygotsky's writings on creativity, imagination, art, and play in relation to three Swedish preschool projects that practice a pedagogy of exploratory learning. Also included are discussions of imagination versus realistic thinking, syncretism in children's creative work, and play as a creative activity. Because this study was a formative intervention, the pedagogy of exploratory learning became significant in the analysis. The bulk of the chapter consists of thick descriptions of the projects and discussion of aspects of creativity as they appear in the projects. The data was collected by teachers and a research team that consisted of the authors of this chapter. Data collection in the three projects took place before the intervention took place, during the initial phases of the intervention, and after the intervention had become an annual theme for the preschools. The research was initially guided solely by a cultural historical understanding of creativity, while the analysis brought CHAT into dialogue with postmodern writings that are related to exploratory learning.

Place, publisher, year, edition, pages
Hershey: IGI Global, 2015 Edition: 1
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-25140 (URN)10.4018/978-1-4666-6603-0 (DOI)HLKSkolnäraIS (Local ID)9781466666030 (ISBN)9781466666047 (ISBN)HLKSkolnäraIS (Archive number)HLKSkolnäraIS (OAI)
Available from: 2014-11-11 Created: 2014-11-11 Last updated: 2016-08-11Bibliographically approved
Nilsson, M., Lecusay, R., Ferholt, B. & Alnervik, K. (2015). Preschool Didactics from Within. In: Innovation, Experimentation and Adventure in Early Childhood: 25th EECERA annual conference. Paper presented at European Early Childhood Education Research Conference, Barcelona, Spain, September 7-10, 2015. (pp. 16-16).
Open this publication in new window or tab >>Preschool Didactics from Within
2015 (English)In: Innovation, Experimentation and Adventure in Early Childhood: 25th EECERA annual conference, 2015, p. 16-16Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

We introduce ‘Preschools Didactics From Within’ (PDFW), a novel approach to preschool-based research. This approach focuses on the design of research projects that (a) specifically address issues faced by preschool teachers and children and (b) create opportunities for teachers and children to contribute their expertise by mutually occasioning self-reflection among teachers, children and researchers. Conquergood (2002) calls for the development of research models that “bridge segregated and differently valued knowledges” and bring together “legitimated as well as subjugated modes of inquiry,” (p.151-152). PDFW is one such model. Specifically, PDFW is a kind of formative intervention organized around principles of cultural historical activity theory (Engeström, 2008). Data include field notes, audio and video recordings, interviews and artwork that were collected by researchers, teacher and students. Informed consent was obtained from teachers, parents and guardians. Our analyses show that teachers and children who participate in PDFW construct novel solutions and concepts that can be used in other instances as tools for the development of locally appropriate pedagogical adaptations. The practice of pedagogical documentation is key to understanding the rich, dynamic processes underlying the development of these concepts ''from within". 'Preschool Didactics From Within' has wide implications for research design - not just in preschool didactics - that is rigorous, democratic and that promotes a collaborative ethic among research participants (researchers included) that positively transforms both partner organisations (preschools in this case) and the academy. 

Keywords
formative intervention, school-based research, pedagogical documentation, ethnography inspired, design experiments
National Category
Pedagogy Didactics
Identifiers
urn:nbn:se:hj:diva-28174 (URN)
Conference
European Early Childhood Education Research Conference, Barcelona, Spain, September 7-10, 2015.
Available from: 2015-10-15 Created: 2015-10-15 Last updated: 2016-08-11Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-2960-2673

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