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  • 1.
    Bergnéhr, Disa
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten..
    Stöd till barn och föräldrar - introduktion till temanummer2012In: Barn, ISSN 0800-1669, no 4, p. 5-11Article in journal (Other academic)
  • 2.
    Nilsson, Monica
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Lecusay, Robert
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Alnervik, Karin
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS).
    Ferholt, Beth
    Department of Early Childhood and Art Education, Brooklyn College, City University of New York, USA.
    Iscensättning av undervisning: målrelationellt lärande i förskolan2018In: Barn, ISSN 0800-1669, Vol. 36, no 3-4, p. 109-126Article in journal (Refereed)
    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.

  • 3.
    Samuelsson, Tobias
    Linköpings universitet, Institutionen för tema, Tema teknik och social förändring.
    En del av barndomen, en väg till vuxenlivet: Barns arbete i sverige2009In: Barn, ISSN 0800-1669, no 3-4, p. 157-172Article in journal (Refereed)
    Abstract [sv]

    Barn i Sverige deltar i många olika produktiva aktiviteter. Många vuxna och barn är dock tveksamma till om barn verkligen utför ”riktigt” arbete. Artikeln visar att arbete är ett mångtydigt begrepp ur barnens synvinkel. I artikeln visas att barn i Sverige arbetar, men barnen är osäkra på om deras aktiviteter verkligen är ”riktigt” arbete. Riktigt arbete är sådant vuxna gör på den formella arbetsmarknaden. Barn hjälper till. Barnen vidgar dock betydelsen av arbete och använder två olika definitioner av arbete. En definition jämställer arbete med formellt, betalt förvärvs och yrkesarbete. Den andra är mer inkluderande. Den rymmer även obetalt och informellt arbete. Här inkluderar barnen utbildande aktiviteter som skola och fritidsaktiviteter. Arbetsbegreppet inkluderar således även former av identitetsarbete. Den dubbla innebörd barnen lägger i termen arbete understryker att arbete inte bara är en del av barndomen här och nu, utan en framåtriktad aktivitet som leder dem till det framtida vuxenlivet.

  • 4.
    Samuelsson, Tobias
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Samuelsson, Marcus
    Institutionen för beteendeskap och lärande, Linköpings universitet.
    Av stor betydelse för ett framtida liv: Föräldrars uppfattningar om varför deras barn ska åka till kollo2015In: Barn, ISSN 0800-1669, Vol. 33, no 2, p. 27-40Article in journal (Refereed)
  • 5.
    Sundin, Ebba
    Jönköping University, School of Education and Communication, HLK, Media and communication science.
    Verkligheten tilltalar eleverna: Om användningen av dagstidningar i skolundervisningen2001In: Barn, ISSN 0800-1669, no 4, p. 51-62Article in journal (Refereed)
  • 6.
    Øksnes, Maria
    et al.
    Norges teknisk-naturvitenskapelige universitet (NTNU).
    Knutas, Agneta
    Norges teknisk-naturvitenskapelige universitet (NTNU).
    Ludvigsson, Ann
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Carin, Falkner
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Kjær, Bjørg
    Danmarks Pedagogiske Institut (DPU), Aarhus universitet.
    Lekens rolle i skandinaviske skolefritidsordninger og fritidshjem2014In: Barn, ISSN 0800-1669, Vol. 32, no 3, p. 107-122Article in journal (Refereed)
    Abstract [en]

    In a general comment on article 31 UN warns against an increasing pressure for learning. A consequence of this is that children`s free spontaneous play is marginalized and that children’s spontaneous play is under pressure. With this as our backdrop we will do a close reading of how play is presented in the official documents regarding children`s institutionalized leisure in after-school programs in Denmark, Norway and Sweden. Our reading show that there is room for interpretation and that the official documents are open to an understanding of play as something instrumental. This is in line with what we interpret as a dominating perspective on play. Our reading also shows that the documents are open up to a change of perspective where play is regarded for its own value. 

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