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  • 1.
    Brodin, Jane
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research. Stockholms university, Barn och ungdomsvetenskap.
    Hollerer, Luise
    Canpus Augustinum, Kirchliche Pädagogische Hochschule, Graz, Austria.
    Renblad, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Stancheva-Popkostadinova, Vaska
    Faculty of Public Health and Sport, South West University, Neofit Rilsky, Blagoevgrad, Bulgaria.
    Preschool teachers' understanding of quality in preschool: a comparative study in three European countries2015In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 185, no 6, p. 968-981Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to highlight the concept ‘quality' with a special focus on preschool teachers' understanding and compare what preschool teachers in Austria, Bulgaria and Sweden regard as quality. Although quality is at high degree a subjective concept, some aspects are regarded decisive for good quality. A questionnaire was distributed to 45 preschools. Data have been stored, processed and compiled with the web-based programme ‘Netigate’. Totally 117 preschool teachers answered the questionnaire. The results among the three countries have been compiled, processed, ranked and compared and show a glace of different ways to interpret quality, although there are also similarities. Many differences are related to social, cultural and financial issues in the countries per se, but there are also organisational and structural differences. Further comparative research needs to focus on modes to improve the quality in preschool and on increasing children's influence.

  • 2.
    Brodin, Jane
    et al.
    Department of Child and Youth Studies, Stockholm University, Stockholm, Sweden.
    Renblad, Karin
    Jönköping University, School of Education and Communication.
    Improvement of preschool children’s speech and language skills2019In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275Article in journal (Refereed)
    Abstract [en]

    Many children in preschool have speech and language disorders and a poor communication development, and the need for support is extensive. The aim was to find out if and how reading aloud and storytelling could enhance children’s communication development, the study was interactionistic. Eleven municipal preschools with 23 child units (573 children) participated. A questionnaire containing 15 questions with 54 sub-items was answered on group level by the staff. The results showed that reading aloud and storytelling was used continuously, and the staff believed that the activity would help the children to develop their communication both regarding speech and development of concepts. But this is provided that the staff prioritize literacy in preschool and have knowledge about how to use reading aloud and storytelling to support children’s communication. 

  • 3.
    Brodin, Jane
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Renblad, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Reflections on the Revised National Curriculum for Preschool in Sweden – interviews with the heads2014In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 184, no 2, p. 306-321Article in journal (Refereed)
    Abstract [en]

    In Sweden a Revised National Curriculum for Preschool (Lpfö 98, rev. 2010) was implemented on July 1st 2011. The purpose of the revised curriculum was to increase the quality in the Swedish preschool by stressing the scientific basis. The aim was to explore how four heads of preschool reflect on the curriculum and the quality in preschool. This article is based on focus group methodology. The questions concerned reflections on the Curriculum for Preschool, systematic quality work and the role of the heads. The results showed that the  most important factors concerning the revised curriculum were competent staff, attitudes and values, and systematic quality work. Important factors for quality work were competent staff, enough time for pedagogical planning and the children, low staff turnover. Important issues concerning the role of the heads were knowledge and understanding of the mission, systematic work and goals of improvement.

     

  • 4.
    Sandberg, Anette
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Eriksson, Anette
    Children's participation in preschool – on the conditions of the adults? Preschool staff's concepts of children's participation in preschool everyday life2010In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 180, no 5, p. 619-631Article in journal (Refereed)
  • 5.
    Sjöman, Madeleine
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Almqvist, Lena
    Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU). Mälardalens Högskola.
    Interaction processes as a mediating factor between children's externalized behaviour difficulties and engagement in preschool2016In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 186, no 10, p. 1649-1663Article in journal (Refereed)
    Abstract [en]

    This study examined social interaction as a mediator between externalized behaviour difficulties and children's engagement in preschool. Data from 663 children (340 boys), aged 18–71 months, were collected at 81 Swedish preschool units in six municipalities to test a path model that included child, teacher, and child groups. The results indicated that behaviour difficulties and engagement may occur simultaneously. Hyperactivity had a direct negative influence on engagement, which was not the case with conduct problems. Teachers’ responsiveness as well as positive interactions with peers had an indirect influence on the relationship between hyperactivity and engagement. Responsive staff and positive interactions within the child group seem to contribute to children's engagement despite hyperactivity. Children's engagement, as well as special support to stimulate engagement in preschool, is discussed.

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