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  • 1.
    Alnervik, Karin
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Nilsson, Monica
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Do we trust the process? Learning in preschool2014In: Us, Them & Me: Universal, Targeted Or Individuated Early Childhood Programmes: Abstract Book, European Early Childhood Education Research Association (EECERA) , 2014Conference paper (Refereed)
    Abstract [en]

    The aim is to develop knowledge about young children’s learning of academic concepts as embodied actions and through imagination. In the Swedish preschool curriculum academic subjects such as math and science has been emphasised and the teachers are required to document, what is formulated, as the child’s ‘changed knowing’. There are tendencies that changed knowing is interpreted within two discourses: Goalrational learning versus goalrelational learning. In the former, learning academic subjects becomes a cognitive endeavour similar to teaching older children. In goal relational approaches curriculum goals are interpreted as tools in exploratory processes. We take a sociocultural perspective and apply Wartofsky’s idea of bodily representations and concepts. The empirical data is teachers’ pedagogical documentation in terms of photo images, dialogues between children-children and children-pedagogues and the pedagogues reflections. Interaction and conversation analysis based on the conceptual framework. The pedagogical documentation has been approved for research analysis. We had follow the Swedish ethical rules and guidelines for research in the humanities and social sciences. The result shows that in projects where preschool curriculum goals as, for example math and science, are considered as ‘tools’ and where children are enabled to engage with their whole body and through imagination, scientific concepts become tools in their exploration. An implication is the significance in preschool of taking children’s interest and engagement with their whole body as well as imagination as necessary components in learning processes.

  • 2.
    Alnervik, Karin
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Nilsson, Monica
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Lekvärldar och utforskande lärande i förskolan2014Conference paper (Other academic)
  • 3.
    Alnervik, Karin
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Nilsson, Monica
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Mrak, Lina
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Utforskande didaktik: Som en meningsskapande dans2015Conference paper (Refereed)
  • 4.
    Alnervik, Karin
    et al.
    Jönköping University, School of Education and Communication.
    Öhman, Charlotte
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Lidén, Eva
    Nilsson, Monica
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Barn och vårdnadshavares minnen av deltagande i pedagogisk dokumentation2018In: Tidsskrift For Nordisk Barnehageforskning, ISSN 1890-9167, Vol. 17, no 8Article in journal (Refereed)
    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.

  • 5.
    Anderstaf, Susanna
    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.
    Nilsson, Monica
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    "Sometimes we have to clash": How Swedish preschool teachers' engage with cultural value differences2017Conference paper (Refereed)
    Abstract [en]

    Research aims: This study aims to contribute knowledge about how preschool teachers engage with tensions stemming from cultural value differences among teachers, caregivers, and children.

    Relationship to previous research works: Motivating this work is current socio-cultural circumstances in Sweden in which preschool teachers are negotiating divergent curricular demands that simultaneously promote cultural diversity and a common tradition. Consequently, teachers are experiencing an increased burden to address societal expectations concerning cultural diversity without appropriate communicative and conceptual tools (Björk Willén et. al, 2013; Lunneblad, 2006).

    Theoretical and conceptual framework: We draw on Biesta’s (2006) – via Lingis (1994) - conception of the rational community (RC) and the community-without-community (CwC) as an interpretive framework.

    Paradigm, methodology and methods: Project data was gathered through a series of focus group interviews with teachers in two preschools in Sweden, using stimulus materials designed to elicit discussion about value conflicts and cultural diversity.

    Ethical Considerations: Informed consent was obtained from all study participants.

    Main finding or discussion: Teacher engagement with questions of culture and values were organized around discussions of actual and imagined disagreements between teachers and caregivers about activities with preschool children. Analysis through the lens of RC and CwC revealed that teachers on the one hand, reinforced societal values and avoided conflict through invocation of the language of the rational community; on the other hand, from a CWC perspective, they developed insights about the value of conflict as means of gaining insight into the perspectives and cultures of the caregivers, as well as about their professional development.

    Implications, practice or policy: Project findings have implications for the development of pedagogical and policy tools related intercultural processes in preschool education practice and research.

  • 6.
    Elovaara, Pirjo
    et al.
    Blekinge Tekniska Högskola, Sektionen för teknokultur, humaniora och samhällsbyggnad.
    Eriksén, Sara
    Blekinge Tekniska Högskola, Sektionen för teknokultur, humaniora och samhällsbyggnad.
    Ekelin, Annelie
    Blekinge Tekniska Högskola, Sektionen för teknokultur, humaniora och samhällsbyggnad.
    Hansson, Christina
    Blekinge Tekniska Högskola, Sektionen för teknokultur, humaniora och samhällsbyggnad.
    Nilsson, Monica
    Blekinge Tekniska Högskola, Sektionen för teknokultur, humaniora och samhällsbyggnad.
    Winter, Jeff
    Blekinge Tekniska Högskola, Sektionen för teknokultur, humaniora och samhällsbyggnad.
    Educational programs in e-government - An active, practice- and design-oriented network?2004In: 3rd International Conference on Electronic Government (EGOV 2004): Conference Proceedings, Berlin: Springer Berlin/Heidelberg, 2004, p. 457-459Conference paper (Refereed)
    Abstract [en]

    In the autumn of 2004, two higher educational programs in e-government will be starting up at Blekinge Institute of Technology in Southern Sweden. One of these is a Master’s level program, while the other is a more basic, two-year vocational education. Each will be the first of its kind in Scandinavia, and both will be offered as net-based distance education. The interdisciplinary group of researchers/teachers now developing the courses for these educational programs, in co-operation with several other research groups in Scandinavia, see this co-construction of distance education as the beginning of an active Scandinavian network of competence around higher education and ongoing research and development in the e-government area. We are currently exploring the possibilities of using distance education in this area as a way of networking around on-going e-government research and competence enhancement in Scandinavia. The Scandinavian tradition of Participatory Design, as well as ideas about e-government as constantly ongoing co-construction, have inspired us in our work with developing the new educational programs. A reference group consisting of representatives from a number of municipalities and various government agencies plays an important role in this work.

  • 7. Ferholt, Beth
    et al.
    Jansson, Anders
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Nilsson, Monica
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Alnervik, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Narrative, Play and Semiotic Work2013Conference paper (Refereed)
  • 8.
    Ferholt, Beth
    et al.
    Brooklyn College, USA.
    Lecusay, Robert
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Nilsson, Monica
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Adult and Child Learning in Playworlds2018In: The Cambridge Handbook of Play: Developmental and Disciplinary Perspectives / [ed] J. Roopnarie and P. Smith, Cambridge University Press, 2018Chapter in book (Refereed)
  • 9.
    Ferholt, Beth
    et al.
    Brooklyn College, USA.
    Nilsson, Monica
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Early Childhood Perezhivaniya2016In: Mind, culture and activity, ISSN 1074-9039, E-ISSN 1532-7884, Vol. 23, no 4, p. 343-345Article in journal (Other academic)
  • 10.
    Ferholt, Beth
    et al.
    Brooklyn College, USA.
    Nilsson, Monica
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Perezhivaniya as a Means of Creating the Aesthetic Form of Consciousness2016In: Mind, culture and activity, ISSN 1074-9039, E-ISSN 1532-7884, Vol. 23, no 4, p. 294-304Article in journal (Refereed)
    Abstract [en]

    Until recently scholars have placed the emergence of perezhivaniya in the later stages of childhood or in adolescence. This article clarifies the meaning of the term perezhivanie by describing perezhivaniya across the life span. We also delineate stages of perezhivaniya. We take into account the work of a range of scholars and artists whose studies of the properties of perezhivaniya have converged, often without their using, or possibly even being aware of, the term perezhivanie. We derive our claims from empirical material from a Swedish preschool and a playworld that took place in an elementary school in the United States.

  • 11.
    Ferholt, Beth
    et al.
    Brooklyn College, City University of New York, USA .
    Nilsson, Monica
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Play: Aesthetics and ambiguity of play in early childhood education2015In: Encyclopedia of educational philosophy and theory / [ed] Michael Peters, Singapore: Springer, 2015, p. 1-15Chapter in book (Refereed)
  • 12. Ferholt, Beth
    et al.
    Nilsson, Monica
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Playworlds as Transformative Learning Process2013Conference paper (Other academic)
    Abstract [en]

    Playworlds can be described as a combination of adult forms of creative imagination (such as the dramatic arts), which require extensive experience, with children's forms of creative imagination (such as play), which require the incarnation of ideas and emotions in the material world.  The playworlds we study are activities in which pre-school teachers work with their students, and with researchers and/or actors and other artists, to bring a work of children's literature "to life" in a classroom.  The children become more active participants as the project progresses until, using sets, props and both scripted and improvisational acting, they resolve the conflict presented in the original text through their own initiatives and using their own resources.

    We will discuss previous studies that use the concept of perezhivanie, or lived-through experience, to show the transformative development that playworlds create and encompass.  We will also discuss a current  research project in which we are studying the intersection that playworlds shares with a transformative learning process called exploratory learning and pedagogy of listening.  For instance, in both playworlds and in this transformative learning process children's exploration of the world is based on their own interests and questions. And both activities hold that children develop hypotheses about the world that should be considered to be as possible as those of adults.  This learning process is described as being creative and circular rather than linear, pre-determined and goal-related:  It is called a ritzomatic process and it is perhaps best described as a "spaghetti mess" (Loriz Malaguzzi).

  • 13.
    Ferholt, Beth
    et al.
    Brooklyn College, USA.
    Nilsson, Monica
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Jansson, Anders
    Stockholm University.
    Alnervik, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Creativity in education: Play and exploratory learning2015In: 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.

  • 14.
    Ferholt, Beth
    et al.
    Brooklyn College, USA.
    Nilsson, Monica
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Jansson, Anders
    Stockholm University.
    Alnervik, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Current playworld research in Sweden: Rethinking the role of young children and their teachers in the design and execution of early childhood research2016In: Disrupting early childhood education research: Imagining new possibilities / [ed] Will Parnell & Jeanne Marie Iorio, New York: Routledge, 2016, p. 117-138Chapter in book (Refereed)
  • 15.
    Ferholt, Beth
    et al.
    Brooklyn College, USA.
    Nilsson, Monica
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Jansson, Anders
    Stockholm University.
    Alnervik, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Playworlds and Reggio Emilia-Inspired Swedish Preschool Pedagogy: Imaginative Education in Preschool Didactics2014Conference paper (Refereed)
    Abstract [en]

    In this presentation we will present several projects that have taken place over the past year in three Swedish preschools.  These preschools are inspired by approaches developed in the internationally-known preschools of Reggio Emilia, Italy and these preschools have been participating in a research project that combines their own pedagogy of exploratory learning with an educational activity, a form of adult-child joint play, called playworlds.  Playworlds were originally developed by Swedish scholar Gunilla Lindqvist to study what she called the common denominator of art and play, have been further developed by Finnish scholar Pentti Hakkarainen and are based in L. S. Vygotsky’s theories play and creativity.  The Swedish playworld projects that we will present can be considered to be forms of Imaginative Education particularly in their incorporation of cognitive tools for mythic understanding.  Through their use of these tools they demonstrate the centrality of imagination in preschool “learning.”

     

    Further information on the presentation:

     

    This presentation will include films and slides so that our audience develops an experiential appreciation of the unique qualities of these projects.  We will highlight the use of story, metaphor and abstract binary oppositions in these projects.  We will use our understanding of Vygotsky’s theories of play and creativity, in which imagination and creativity are aspects of the same process, and in which this process is embodied, for young children, in play, to show the ways that these play projects were an integral part of the exploratory learning that was taking place in these preschools. 

     

    In our discussion of the projects we will explore with our audience the ways that the connections between imagination and learning can be understood by challenging the common divide between realistic thinking and fantasy.  This divide is, we believe, at the core of positions that dismiss or overlook the centrality of imagination in “learning”.  Early childhood is often officially ignored by such positions but, we will argue, preschool didactics is still profoundly (and (possibly increasingly) influenced by this divide.

  • 16.
    Ferholt, Beth
    et al.
    Department of Early Childhood and Art Education, Brooklyn College, New York, USA.
    Nilsson, Monica
    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. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Preschool teachers being people alongside young children: The development of adults' relational competences in playworlds2019In: Rethinking play as pedagogy / [ed] Sophie Alcock & Nicola Stobbs, New York: Routledge, 2019, p. 17-32Chapter in book (Refereed)
  • 17.
    Kyhlbäck, Hans
    et al.
    Blekinge Tekniska Högskola.
    Svensson, Marcus
    Blekinge Tekniska Högskola.
    Stille, Björn
    Blekinge Tekniska Högskola.
    Nilsson, Monica
    Blekinge Tekniska Högskola.
    Sutter, Berthel
    Blekinge Tekniska Högskola.
    Lärande genom deltagande i praktikgemenskaper2006Conference paper (Refereed)
    Abstract [sv]

    Vår erfarenhet är att teknisk grundutbildning blir bra om sammanhang skapas där studenterna kan lära av varandra och där utbildningen kan ske i nära samverkan med FoU och annan yrkesmässig och professionell verksamhet. I denna artikel driver vi tesen att studenternas lärande i teknisk grundutbildning borde ske mer genom interaktion och deltagande i ”praktik-gemenskaper”. Det betyder att lärande är en aspekt av deltagande i en kollektiv och produktiv verksamhet. Med olika exempel visar vi på sammanhang och arrangemang som kan skapa förutsättning för att experimentera med och utveckla lärande genom deltagande i sådana praktik-gemenskaper. Slutligen diskuterar vi styrkor och svagheter med att genomföra utbildning i enlighet med våra intentioner.

  • 18.
    Lecusay, Robert
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Nilsson, Monica
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Ferholt, Beth
    Brooklyn College, US.
    Exploratory playworlds: Reconsidering the relationship between pretend play and exploration in early childhood education2017Conference paper (Refereed)
    Abstract [en]

    Preschools are increasingly focused on children’s cognitive development and school preparation at the expense of supporting the development of children as whole persons. Two preschool pedagogies that fall outside of this trend, and which have roots in Vygotsky’s theories of learning and development, are playworlds and the Reggio Emiliainspired pedagogy of listening. In playworlds, children’s pretend play is based in an understanding of children as creative. The pedagogy of listening does not focus on play but understands children as engaged, reflective culture creators, and focuses on the creation of environments that afford children’s exploration, a concept not theorized to the same degree as pretend play. In this paper we investigate the concept of exploration and exploratory play in relation to pretend play, and present our understanding of a preschool pedagogy that focuses simultaneously on play and exploration as sufficient for the growth of the whole person, that is, their becoming as a subject. We make this case by presenting two projects, drawn from an ethnography of three Swedish Preschools, in which children’s play and exploration were both foci. We argue that these examples force us to rethink what children do in pretend play and in exploration, and how both pretend play and exploration are related to learning and growth. Emphasizing subjectivity the introduction of scientific concepts, and school-based learning should be reconsidered from a didactical perspective: What, when, and how will scientific concepts be useful in the life of the child and for the growth of subjectivity?

  • 19.
    Nilsson, Monica
    Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen.
    Developing Voice in Digital Storytelling Through Creativity, Narrative and Multimodality2010In: Seminar.net: Media, technology and lifelong learning, ISSN 1504-4831, E-ISSN 1504-4831, Vol. 6, no 2, p. 148-160Article in journal (Refereed)
    Abstract [en]

    For Simon, who is nine years old, reading and writing are obstacles rather than tools. However, when offered the opportunity to create digital stories, Simon becomes deeply engaged. He creates complex stories within different genres based on a variety of subjects. He both expresses and creates meaning through his digital storytelling. He develops what Elbow calls ´voice.´ In the paper I argue that digital storytelling became a resource for Simon which triggered his interest in literacy because of two specific features: multimodality and narrative. Vygotsky’s work on development of  literacy and creativity comprise a theoretical point of departure and I claim that new media has the potential to play a significant role in this realm.

  • 20.
    Nilsson, Monica
    Blekinge Tekniska Högskola, Sektionen för management.
    Digital storytelling as a tool in education2008In: Handbook of Digital Information Technologies: Innovations, Methods and Ethical Issues / [ed] Thomas Hansson, Hershey, PA: Information Science Reference, 2008, p. 131-145Chapter in book (Refereed)
    Abstract [en]

    The aim of this chapter is to discuss digital storytelling in the context of education. Two questions guide the study: What is a digital story? What is the motivation for making a digital story? I have examined short multimodal personally-told digital stories published on the Internet. As a theoretical framework for the discussion I have compared digital storytelling with storytelling traditions in the oral and the written culture. The result implies that the definition of a digital story depends on what is considered a narrative. By transcending what has traditionally been considered narrative and by defining narrative in a broader sense, digital storytelling is an innovative tool and serves as a promising activity facilitating learning and development in the post modern society.

  • 21.
    Nilsson, Monica
    Blekinge Tekniska Högskola, Sektionen för management.
    IKT-medierat lärande - en forskningsagenda2006Conference paper (Other academic)
    Abstract [sv]

    Det paper jag önskar presentera är en forskningsagenda. Innehållet är en plan för tänkt och planerad forskning mer än redovisning av forskningsresultat. Syftet är att föra en diskussion om vad forskning inom IKT-medierat lärande kan och bör fokusera på. Jag för en diskussion om vad högre utbildning syftar till och hur den kan organiseras. Produktivt lärande som en aspekt av lärande som deltagande i praktikgemenskap diskuteras. Språket, såväl det talade som det skrivna, som ett kommunikativt så väl som kognitivt redskap, diskuteras i relation till lärande som deltagande. Forskningsagendan refererar empiriska erfarenheter från nätbaserad undervisning och tar dessa i kombination med teorier kring lärande och utbildning som utgångspunkt för en diskussion om hur IKT-baserade verktyg kan skapa förutsättningar för en design av kurser och program där produktivt lärande utgör ett ideal och en modell.

  • 22.
    Nilsson, Monica
    Blekinge Tekniska Högskola, Sektionen för management.
    Introduction2005In: Teaching and Technology in Local and Global Communities / [ed] H. Nocon & M. Nilsson, Oxford: Peter Lang Publishing Group, 2005Chapter in book (Other academic)
  • 23.
    Nilsson, Monica
    Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen.
    Om temaarbeid: Med nye öyne2011In: Barnehagefolk, ISSN 0801-2652, no 3Article in journal (Other (popular science, discussion, etc.))
  • 24.
    Nilsson, Monica
    Blekinge Tekniska Högskola, Sektionen för management.
    The 5D model2005In: Teaching and Technology in Local and Global Communities / [ed] H. Nocon & M. Nilsson, Oxford: Peter Lang Publishing Group, 2005, p. 21-26Chapter in book (Other academic)
  • 25.
    Nilsson, Monica
    Blekinge Tekniska Högskola, Institutionen för ekonomi och samhällsvetenskap.
    Transformation through Integration: An Activity Theoretical Analysis of School Development as Integration of Child Care Institutions and the Elementary School2003Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study analyzes an attempt at integration of a pre-school class, a leisure-time center and an elementary school in Sweden. The integration was organized in the form of Vertical Track which implies a successive development of groups comprising children between six and twelve years old, pre-school teachers, recreation pedagogues, and schoolteachers. The integration was prompted by state governed reforms such as the 1992 law allowing six-year olds to start compulsory school. The study is based on cultural-historical activity theory and was carried out as participant observation and action research. The study addresses the question of the potentials and alternative goals for change and development of the present school pedagogy and classroom practice that integration implies. Special attention has been paid to what tools might potentially mediate in processes of integration. A research and educational program, the 5thD, was jointly created between researchers and teachers and located in a Vertical Track. The capacity of this complex tool as a mediator in the multicultural Vertical Track structure was explored. It is argued that the Vertical Track as an instantiation of the integration reform represents an arena for potential expansive transformation. However, in order for integration to have an impact on the pedagogical practice in schools, teacher interactions need to be mediated by communicative and conceptual tools. It is suggested that the 5thD program is an example of such tools.

  • 26.
    Nilsson, Monica
    School of Management, Blekinge Institute of Technology, Karlskrona, Sweden.
    University–school collaboration based on complementary needs2008In: Journal of educational change, ISSN 1389-2843, E-ISSN 1573-1812, Vol. 9, no 4, p. 349-356Article in journal (Refereed)
    Abstract [en]

    This paper discusses school development as collaboration between local schools and universities based on complementary needs. I examine a 10 year case study of a long-term relationship between an elementary school and a university in a town in Sweden. The relationship is jointly constructed and mediated by local, national, and international projects. Such jointly constructed and shared projects represent innovations of both the school’s and the university’s pedagogical practices. The significant actors in the collaborative relationship have been teachers, undergraduate and graduate students, school pupils, and researchers. The collaboration, which still exists, started in 1996 and has experienced stages of varying intensity and scope conceived metaphorically as a thin string. Analysis of the case and collaborative process suggests an answer to the question: Why does this collaboration exist and what makes it sustainable? This case suggests that the collaborative projects provide solutions to problems intrinsic to the respective educational institutions.

  • 27.
    Nilsson, Monica
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Alnervik, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Lekvärldar: En gemensam fantasivärld för barn och pedagoger2014Conference paper (Other academic)
    Abstract [sv]

    Lekvärldar kan ses som en gemensam fantasivärld skapad av pedagoger och barn. Samvarooch samverkan är nödvändiga i pedagogiska verksamheter. Detta framkommer i ett projektom lekvärldar och utforskande lärande och relationen mellan dessa. Samvaro signalerar ettgenuint dynamiskt möte mellan två människor. Samvaro är ett självändamål, dess meningär inbyggt i själva relationen, medan samverkan representerar en social process reglerad avformella strukturer som reglerade roller och förutbestämda regler. Presentationen bygger påforskningsprojektet “Lekvärldar och utforskande lärande”. Syftet är att studera vad som skernär en aktivitet som kallas ”lekvärldar” integreras i en Reggio Emilia inspirerad förskola karaktäriseradav utforskande lärande.

  • 28.
    Nilsson, Monica
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Alnervik, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Praktiknära forskning med exempel från systematiskt kvalitetsarbete, språk och lekvärldsprojekt2013Conference paper (Other academic)
  • 29.
    Nilsson, Monica
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Alnervik, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Verksamhetsteori som redskap i förskolans systematiska kvalitetsarbete2015In: Utvärdering och pedagogisk bedömning i förskolan / [ed] Gunnar Åsén, Stockholm: Liber, 2015, p. 126-141Chapter in book (Refereed)
  • 30.
    Nilsson, Monica
    et al.
    Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen.
    Andersson, Carina
    Ronneby kommun.
    Stranne, Sonja
    Ronneby kommun.
    "Fattar ni hur det känns?"2011In: Unga nätmiljöer: Nya villkor för samarbete och lärande / [ed] Mikael Alexandersson och Thomas Hansson, Lund: Studentlitteratur , 2011, p. 109-126Chapter in book (Refereed)
  • 31.
    Nilsson, Monica
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Ferholt, Beth
    Brooklyn College, USA.
    Aesthetics of play and joint playworlds2017In: The Routledge International Handbook of Early Childhood Play / [ed] T. Bruce, P. Hakkarainen, M. Bredikyte, London: Routledge, 2017, p. 58-69Chapter in book (Refereed)
  • 32.
    Nilsson, Monica
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Ferholt, Beth
    Brooklyn College, USA.
    Learning in play and in exploration: Using Vygotsky’s theories of play, imagination, realistic thinking and creativity to restate the question, “What is the relationship between play and learning in preschool activity?”In: International Journal of Early Childhood Special Education, ISSN 1308-5581Article in journal (Refereed)
  • 33.
    Nilsson, Monica
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Ferholt, Beth
    Brooklyn College, USA.
    Playworld and the Pedagogy of Listening2017In: Routledge International Handbook of Play in Early Childhood / [ed] Tina Bruce, Pentti Hakkarainen, Milda Milda Bredikyte, Routledge, 2017, p. 261-273Chapter in book (Refereed)
  • 34.
    Nilsson, Monica
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Ferholt, Beth
    Brooklyn College, USA.
    Vygotsky's theories of play, imagination and creativity in current practice: Gunilla Lindqvist's "creative pedagogy of play" in U. S. kindergartens and Swedish Reggio-Emilia inspired preschools2014In: Perspectiva, ISSN 0102-5473, E-ISSN 2175-795X, Vol. 32, no 3, p. 919-950Article in journal (Refereed)
    Abstract [en]

    The ideal of modern western childhood, with its emphasis on the innocence and malleability of children, has combined with various social conditions to promote adult's direction of children's play towards adult-determined developmental goals, and adult's protection of children's play from adults. However, new forms of play, in which adults actively enter into the fantasy play of young children as a means of promoting the development and quality of life of both adults and children, have recently emerged in several countries (Sweden, Serbia (the former Yugoslavia), Finland, Japan and the United States). In this paper we discuss the theoretical support for this new form of activity: we argue that Gunilla Lindqvist's reinterpretation of Vygotsky's theory of play, with its emphasis on the creative quality of play, is unique amongst contemporary Western European and American theories of play. And we describe a series of formative interventions that are both instantiations of this new form of activity and an investigation of its theoretical support, which are being conducted in the United States and Sweden. Researchers at the Laboratory of Comparative Human Cognition at the University of California, San Diego have implemented and studied Lindqvist's creative pedagogy of play in U.S. early childhood public school classrooms. Over the past year the central component of this pedagogy, playworlds, has been introduced and studied in three Swedish Reggio-Emilia inspired preschools. In conclusion, some of the ëndings from these research projects are presented.

  • 35.
    Nilsson, Monica
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Ferholt, Beth
    Brooklyn College, USA.
    Alnervik, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Why Swedish early learning is so much better than Australia’s2015In: The ConversationArticle in journal (Other (popular science, discussion, etc.))
  • 36.
    Nilsson, Monica
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Ferholt, Beth
    Jansson, Anders
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Alnervik, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Imagination and Realistic Thinking: The Relationship between Play and Exploratory Learning2013Conference paper (Refereed)
  • 37.
    Nilsson, Monica
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Ferholt, Beth
    Brooklyn College, Early Childhood Education.
    Lecusay, Robert
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Professional development through participation in playworld2016In: Abstract book: 26th EECERA Annual Conference, 'Happiness, Relationships, Emotion & Deep Level Learning', Dublin, Ireland, 31st August – 3rd September 2016, 2016Conference paper (Refereed)
    Abstract [en]

    The aim of the paper is to develop knowledge about preschool teacher's professional development in activities based on a play pedagogical approach known as playworlds (Lindqvist, 1995). There is scant literature on teacher development that focuses on the teacher understood as a whole self -that is as a professional and a person. One exception is Ferholt and Lecusay's (2010) case study of adult-child mutual development in a playworld activity which highlights the potential of the playworld pedagogy for promoting qualitative changes in preschool teacher's pedagogical practices. We will apply the framework of relational pedagogy and particularly the concept of co-existence (Aspelin, 2011). The research presented draws on narrative analyses of transcripts of preschool teacher reflection meetings. These meetings were documented as part of an ethnography of three preschool units that incorporated a playworld approach during one school year in their Reggio-inspired classrooms. Informed consent was obtained from allthe teacher participants in this study. Participating preschool teachers described experiencing changes in their engagement at the preschool that were based on the integration of their professional and personal selves. This included a greater understanding of children's perspectives leading to a deepened connection with the children, and concomitant positive effects on collaboration between children and teachers. The teacher's attributed these changes to the ways in which in role-play with the children helped them step outside of their traditional role as teachers This research describes features of the playworld that promote this kind of holistic teacher development.

  • 38.
    Nilsson, Monica
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Ferholt, Beth
    Brooklyn College, USA.
    Lecusay, Robert
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    'The Playing-Exploring Child': Re-conceptualizing the Relationship between Play and Learning in  Early Childhood Education2018In: Contemporary Issues in Early Childhood, ISSN 1463-9491, E-ISSN 1463-9491, Vol. 19, no 3, p. 231-245Article in journal (Refereed)
    Abstract [en]

    In this paper we problematize the dichotomization of play and learning that often shapes the agenda of early childhood education research and practice. This dichotomization is driven in part by the tendency to define lerning in terms of formal learning (i.e. learning as an outcome of direct instruction; and of school-based approaches that focus on teacher-led, goal directed activities and declarative knowledge; and learning in the content areas, such as math and literacy). We argue for a re-conceptualization of early childhood education that understands learning and development not as an outcome, primarily, of instruction and teaching, but as an outcome of play and exploration. We develop this argument by drawing on Vygotsky’s theories of play, imagination, realistic thinking and creativity. These theories challenge another dichotomy -  that between imagination and reality -  by arguing that imagination is implicated in the meaning making of both play and exploration. Instead of relating play to learning where play is characterized by imagination and learning by reality, our re-conceptualization relates play to exploration and proposes that learning, defined as leading to human development, is an outcome of both of these two activities. We further develop our argument by presenting ethnographic material from a qualitative research project implemented in three Swedish preschools, whose practices are influenced by the Reggio Emilia pedagogical approach. The research conducted in this study contributes to new perspectives on the relationship between play and learning by introducing exploration as a counterpart to play, and this new perspective has implications for the design and practice of early childhood education, as well as for early childhood education research.

  • 39.
    Nilsson, Monica
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Grankvist, Anna-Karin
    Johansson, Elin
    Thure, Jeanette
    Ferholt, Beth
    Department of Early Childhood and Art Education, Brooklyn College, City University of New York, USA.
    Lek, lärande och lycka - Lekande och utforskande i förskolan2018Book (Other academic)
  • 40.
    Nilsson, Monica
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Hvit Lindstrand, Sara
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Öhman, Charlotte
    Jönköping University, School of Education and Communication.
    Alnervik, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Förskoledidaktisk forskning i dialog med förskolans praktik: Metoder och utmaningar2016In: Skolnära forskningsmetoder / [ed] Elsie Anderberg, Lund: Studentlitteratur AB, 2016, p. 143-158Chapter in book (Other (popular science, discussion, etc.))
  • 41.
    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, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Undervisning i förskolan: Holistisk förskoledidaktik byggd på lek och utforskande2018In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 27, no 1, p. 9-32Article in journal (Refereed)
    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.

  • 42.
    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, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    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.

  • 43.
    Nilsson, Monica
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Lecusay, Robert
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research. University of California, San Diego, United States.
    Ferholt, Beth
    Brooklyn College, United States.
    Alnervik, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Preschool Didactics from Within2015In: Innovation, Experimentation and Adventure in Early Childhood: 25th EECERA annual conference, 2015, p. 16-16Conference paper (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. 

  • 44.
    Nilsson, Monica
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Lecusay, Robert
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research. University of California, United States.
    Mrak, Lina
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Ferholt, Beth
    Brooklyn College, City University of New York, United States.
    Alnervik, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Toddlers and Teachers in Aesthetic Communication2015In: Innovation, Experimentation and Adventure in Early Childhood: 25th  EECERA annual conference, 2015, p. 99-99Conference paper (Refereed)
    Abstract [en]

    This presentation outlines a preschool didactic of exploration focused on designing aesthetically-oriented learning environments in which teachers and children dialogically explore themes based on children’s interests. The work expands on recent research on pre-K teaching practices that combine performance art and drama pedagogies, Nordbø (2012); Haugen et al (2006). In this project we apply a performance studies framework, Johansson (2012) to analysis of data from an ongoing qualitative study of one-year old preschoolers. Our claims are based on video and interview data collected in a preschool over a period of four months. Informed consent was obtained from teachers, parents and guardians. We describe how the teachers create “installations” that occasion children’s aesthetic exploration, and argue that the communication that subsequently unfolds between children and teachers promotes their development as culture and knowledge creators, Dahlberg & Lenz Taguchi (1994). These installations form a kind of metaphorical dance: The teacher and children mutually lead one another in remediating the installations in ways that leverage repetition. This enables the children to explore differences and similarities among different iterations of these installations over time. Critical to this process is the practice of pedagogical documentation which teachers use to longitudinally chronicle and narrativise children's experiences of the changing installations. We show how children use their bodies to explore the environment, and how teachers correspondingly adapt these environments in ways that challenge the form and content of prior installations. These observations provide a general framework for practitioners interested in designing and implementing aesthetically oriented preschool activities. 

  • 45.
    Nilsson, Monica
    et al.
    Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen.
    Marjanovic-Shane, Ana
    Chestnut Hill College, USA.
    Ferholt, Beth
    Brooklyn College, City University of New York, USA.
    Miyazaki, Kiyotaka
    Waseda university, Japan.
    Rainio, Anna Pauliina
    University of Helsinki, Finland.
    Hakkarainen, Pentti
    University of Oulu, Finland.
    Pesic, Mirjana
    Beljanski-Ristic, Ljubica
    Playworlds: An Art of Development2011In: Play and performance / [ed] Carrie Lobman and Barbara E. O'Neill, Lanham: University Press of America , 2011, p. 3-32Chapter in book (Refereed)
  • 46.
    Nilsson, Monica
    et al.
    Blekinge Tekniska Högskola, Sektionen för management.
    Nocon, Honorine
    Blekinge Tekniska Högskola, Sektionen för management.
    Practicing invisability: Women’s roles in higher education2005In: Outlines: Critical Social Studies, ISSN 1399-5510, E-ISSN 1904-0210, Vol. 1, no 7, p. 14-30Article in journal (Refereed)
    Abstract [en]

    In this article, two female academics confront their role in producing their own invisibility and ir-relevance in the practice of higher education. Drawing on feminist standpoint theory, the authors interrogate their participation in articulation work that helped male colleagues to assume roles of higher status. Based on an analysis of personal narratives and the text of an international e-mail exchange that resulted in a successful grant proposal, the authors argue that the hierarchical and patriarchal cultural history of the academy as well as the intrusion of gendered relations from contexts beyond the institution of higher education undermine the democratic intentions of aca-demics, both male and female, who espouse horizontal collaborative relations between academics. This case study illustrates the contradiction between egalitarian institutional rhetoric and value systems of individuals and the hierarchical and gendered power relations that play out in everyday life in the academy. The authors conclude that while both male and female academics must work to change the gendered text of higher education, women in the academy must build both critical mass and mentoring networks in consciously acting to change the institution’s cultural history.

  • 47.
    Nilsson, Monica
    et al.
    Blekinge Tekniska Högskola, Sektionen för management.
    Nocon, Honorine
    Blekinge Tekniska Högskola, Sektionen för management.
    Teaching in the school of tomorrow2005In: Teaching and Technology in Local and Global Communities / [ed] H. Nocon & M. Nilsson, Oxford: Peter Lang Publishing Group, 2005, p. 167-184Chapter in book (Other academic)
  • 48.
    Nilsson, Monica
    et al.
    Blekinge Tekniska Högskola, Sektionen för management.
    Sutter, Berthel
    Blekinge Tekniska Högskola, Sektionen för management.
    5D: A bridge to new inter-institutional learning practices - A school-university coalition2005In: Teaching and Technology in Local and Global Communities: A bridge to new inter-institutional learning practices - A school-university coalition / [ed] M. Nilsson & H. Nocon, Oxford: Peter Lang Publishing Group, 2005, p. 63-85Chapter in book (Other academic)
    Abstract [en]

    This chapter presents a case study of an in-school Fifth Dimension, 5D, project in an elementary school in the town of Ronneby in Sweden. By in-school program we mean that the 5D was part of the regular curriculum and took place during the school day. The question that prompted the research team to co-develop and implement this project was: In what ways does a local university, i.e., researchers and college teachers, best help public schools to become the educators of tomorrow. The chapter starts with a narrative of the 5D activities in the school as well as of the development of the university–school collaboration that made the 5D a reality. Later, we discuss the role of university involvement in preparing for a new kind of public education that involves experimenting with technologies and participant diversity.

  • 49.
    Nilsson, Monica
    et al.
    Blekinge Tekniska Högskola, Sektionen för management.
    Sutter, Berthel
    Blekinge Tekniska Högskola, Sektionen för management.
    Femte Dimensionen - en ny form för lärande2000Other (Other academic)
  • 50.
    Nilsson, Monica
    et al.
    Blekinge Tekniska Högskola, Institutionen för arbetsvetenskap och medieteknik.
    Sutter, Berthel
    Blekinge Tekniska Högskola, Institutionen för arbetsvetenskap och medieteknik.
    Femte Dimensionen: en lärmodell som förenar forskning, utbildning och "tredje uppgiften"2002In: Interaktiv forskning - för utveckling av teori och praktik / [ed] Lennart Svensson, Göran Brulin, Per-Erik Ellström och Örjan Widegren, Stockholm: Arbetslivsinstitutet , 2002, p. 135-148Chapter in book (Other academic)
12 1 - 50 of 57
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