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  • 1.
    Castro, Susana
    et al.
    School of Education, University of Roehampton, London, UK.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Almqvist, Lena
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Communication, Culture & Diversity @ JU (CCD@JU). School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden.
    The relationship between classroom quality-related variables and engagement levels in Swedish preschool classrooms: a longitudinal study2017Inngår i: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 25, nr 1, s. 122-135Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Child engagement has been defined as active participation in classroom routines, appropriate interactions with the environment and it also predicts academic achievement. Therefore, it is necessary to identify predictors of engagement over time. Moreover, cross-cultural data is needed to provide a global picture of the quality of Early Childhood Education and Care (ECEC) across countries. This study aims to describe the quality of Swedish preschool classrooms and its relationship with students’ engagement over time. Data was collected from 165 preschool teachers in 55 preschool units in Sweden. Results show that all classroom-related variables (Emotional Support, Instructional Support and Classroom Organisation) have increased levels over time, while engagement remained stable. Three groups of preschool classroom units were identified with similar patterns of classroom quality over time (higher emotional support and lower instructional practice) and similar differences in level. Emotional Support was found to be the best predictor of student engagement over time.

  • 2.
    Cekaite, Asta
    et al.
    Child studies, Linköping University, Linköping, Sweden.
    Bergnéhr, Disa
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. SALVE (Socialt arbete, Livssammanhang, Välfärd). Department of Teacher Training, University of Borås, Borås, Sweden.
    Affectionate touch and care: embodied intimacy, compassion and control in early childhood education2018Inngår i: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 26, nr 6, s. 940-955Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Relational care, interpersonal intimacy and emotional attunement are crucial for children's development and wellbeing in ECEC. The present study examines how they are enacted in a Swedish preschool (for 1-5-year-olds) through recurrent adult-child physical conduct, i.e. affectionate and affectionate-controlling touch. The data consist of 24 hours of video-recorded observations of everyday activities. The study shows that educators' Affectionate-Comforting touch was used for emotion regulation as compassionate response to children's distress; Amicable touch engaged children in spontaneous affection; and, Affectionate-Controlling touch was used to mildly control and direct the child's bodily conduct and participation in preschool activities, or to mitigate the educators' verbal disciplining. The study demonstrates the emotional complexity of ECEC enacted through the practices of haptic sociality. It supports the holistic policies arguing that embodied relational care should be integrated in ECEC, contrary to ideas that connect professionalism with emotional distance and lack of physical contact.

  • 3. Kuisma, Marja
    et al.
    Sandberg, Anette
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Preschool teachers' and student preschool teachers' thoughts about professionalism in Sweden 2008Inngår i: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 16, nr 2, s. 186-195Artikkel i tidsskrift (Fagfellevurdert)
  • 4.
    Norling, Martina
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Sandberg, Anette
    Mälardalen University.
    Almqvist, Lena
    Mälardalen University.
    Engagement and emergent literacy practices in Swedish preschools2015Inngår i: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 23, nr 5, s. 619-634Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Children's ability to express thoughts, ideas, and needs is vital to their full participation in a democratic society. In the preschool environment, multiple opportunities to engage in emergent literacy practices may stimulate this ability. The study used an ecological development approach to investigate the language environment in Swedish preschools, focusing on the relationships among seven classroom quality dimensions. Children's engagement was measured by observing their active participation in emergent literacy practices. The results showed that positive climate, instructional learning formats and language modeling were the most significant contributors to engagement in emergent literacy practices. To conclude, children's engagement in emergent literacy practices seems to benefit from a positive climate and needs and uses instructional discussions and activities in the everyday situations in preschool.

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