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  • 1.
    Alnervik, Karin
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Hvit Lindstrand, SaraJönköping 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).
    Kreativa lärprocesser: estetik och undervisning i förskolan2020Collection (editor) (Other academic)
  • 2. Alnervik, Per
    et al.
    Alnervik, Karin
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS). Örebro universitet.
    Hellberg, Carin
    Hvit Lindstrand, Sara
    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).
    Avslutande tankar - om barn i samhället och omsorgsfull undervisning2020In: Kreativa lärprocesser: estetik och undervisning i förskolan / [ed] Sara Hvit Lindstrand & Karin Alnervik, Stockholm: Liber, 2020, p. 145-151Chapter in book (Other academic)
  • 3. Göthson, Harold
    et al.
    Hvit Lindstrand, SaraJönköping 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).McConnachie, Malin
    Förskolan som demokratisk mötesplats2021Collection (editor) (Other academic)
    Abstract [sv]

    I denna möjlighetsbok leder oss Harold Göthsons röst som en introducerande och analyserande röd tråd genom berättelser om lärprocesser runt om i vårt land, från ettåringars förskolevardag till kommunnivå. Ur olika perspektiv får vi härmed praktiknära inblickar i hur hela förskoleorganisationen arbetar med att bygga demokrati, likvärdighet och förståelse för hur allt hänger ihop i en väv mellan oss människor, djuren och naturen.

    Den här inspirerande och tankeväckande antologin vänder sig till alla er studerande och verksamma inom förskolan som vill sätta dialogen i centrum för att med våra yngsta världsmedborgare upptäcka möjligheter och överbrygga hinder i ett ”learning by doing” för demokrati och en hållbar framtid.

  • 4.
    Hellberg, Carin
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, School Based Research and Professional Development.
    Hvit, Sara
    Jönköping University, School of Education and Communication, HLK, School Based Research, School Based Research and Professional Development.
    Lyssnande pedagoger och lärande småbarn: En intervjustudie om temaarbete som utmanande projekt2008Other (Other academic)
    Abstract [sv]

    Studien syftar till att bidra till en diskussion kring hur temainriktat arbetssätt iförskolan kan vara en kontext för små barns lärande. Frågeställningarna rörförskollärares beskrivningar om temaarbete, barns lärande i temaarbete och hurförskollärarna tar tillvara på barns frågor och tankar. Den metod som använts i studienär enskilda intervjuer. Resultatet visar hur ett temaarbete kan utformas över tid, atttermen temaarbete, även om det brukas på olika sätt, används av förskollärarna som ettgemensamt fokus för pedagogiska val i arbetet. Små barns lärande i temaarbetebeskriver förskollärarna som en del i deras livslånga lärande, att de får med sig någotfrån temat som de har användning för senare. Genom att vara lyhörda för små barnskroppsspråk, genom att lyssna och se hur barnen interagerar med miljö och materialoch genom att arbeta med reflektion kring pedagogisk dokumentation menarförskollärarna att de tar tillvara på barns egna frågor och tankar redan innan de sätterord på dem. Temaarbetet kan utifrån detta betraktas som utmanande projekt för barnenoch pedagogerna.

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    FULLTEXT02
  • 5.
    Hvit Lindstrand, Sara
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Are we spinning or is it the board? Young children’s interaction with an interactive whiteboard in preschool2015In: Nordic Journal of Digital Literacy, E-ISSN 1891-943X, Vol. 10, no 3, p. 124-144Article in journal (Refereed)
    Abstract [en]

    The present study explores young children’s interaction with an interactive whiteboard (IWB) in a Swedish preschool. Analyses of video recordings show how the children, through embodied and multi-directional interactions, interpret, explore and construct signs on the IWB. By relating children’s careful explorations to meaning-making and sign-making, interactions at the IWB can be looked upon as part of children’s initial literate explorations in multimodal text productions.

    Download full text (pdf)
    fulltext
  • 6.
    Hvit Lindstrand, Sara
    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).
    Barns utforskande i digitala teckenvärldar2020In: Digitalt meningsskapande i förskolan / [ed] Erika Kyrk Seger, Stockholm: Lärarförlaget , 2020, p. 133-147Chapter in book (Other academic)
  • 7.
    Hvit Lindstrand, Sara
    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).
    Det synliga språkandet2020In: Kreativa lärprocesser: estetik och undervisning i förskolan / [ed] Sara Hvit Lindstrand & Karin Alnervik, Stockholm: Liber, 2020, p. 132-144Chapter in book (Other academic)
  • 8.
    Hvit Lindstrand, Sara
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Små barns tecken- och meningsskapande i förskola: Multimodalt görande och teknologi2015Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis explores how activities that young children are engaged in within the preschool environment, can be understood in terms of early language and literacy processes. The overall aim is to construct knowledge about young children’s spontaneous sign processes as well as meaning making and early literacy processes in preschool. A wider aim is to contribute to the theoretical understanding of young children’s multimodal use of language. More specifically, there is an interest to show how preschool educators describe and analyse young children’s literacy and how young children construct language in interaction with other children and technology. The overall theoretical view of is a social constructionist perspective of language and knowledge. Young childrens’ early literacy is seen from Early Childhood Literacy and multimodal views. The results are presented in four studies that together construct knowledge about the overall aim. The first two studies, based on focus groups, give insight into preschool educators’ views, and professional language about young children’s literacy. Young children’s interactions with each other and an interactive board (IWB), were then explored by video recordings in the third and fourth studies. The interactions are discussed in relation to sign- and meaning making, imagination and creativity. The professional language of Swedish preschool educators is eventually discussed as a dialogism of earlier theoretical and leading voices. The use of concepts such as bodily alliterations and pictographic writing are proposed as ways to expand the theoretical approach to young children’s literacy processes in preschool.

    By observing childrens interactions and view their bodily activities and their use of resources as doing literacy- and language their literacy could be challenged in preschools in its own right, and seen as literacy education.

    Download full text (pdf)
    fulltext
  • 9.
    Hvit Lindstrand, Sara
    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).
    Språkande och demokrati – barns medborgerliga röster2021In: Förskolan som demokratisk mötesplats / [ed] H. Göthson, S. Hvit Lindstrand & M. McConnachie, Stockholm: Natur och kultur, 2021, p. 61-78Chapter in book (Other academic)
  • 10.
    Hvit Lindstrand, Sara
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Björk-Willén, Polly
    Linköping University, Sweden.
    “When you give them a pencil they often say they’re writing”  ̶  Preschool teachers’ categorisation of written language work with toddlers2016In: Australasian Journal of Early Childhood, ISSN 1836-9391, E-ISSN 1839-5961, Vol. 41, no 1, p. 90-99Article in journal (Other academic)
    Abstract [en]

    The Swedish preschool curriculum was revised in 2010 and introduced more emphasis on literacy development for very young children. In exploring how educators approach and understand these changes to the curriculum, we drew on focus group interviews with 10 preschool teams working with toddlers. As the educators talked about their work with written language with toddlers, they identified a range of activities from their everyday practice that categorised written language in various ways. As well as reporting on what the teachers said, this paper also shows how they participated in the focus groups, showing hesitancy in some cases and using categorisations, contrasts and active voicing as they shared their perspectives. The study’s findings suggest that early childhood educators would benefit from engaging more deeply in theories of literacy that align with early childhood education. This will enable them to theorise from their practice and to articulate their understandings and practice within their teams and to others.

  • 11.
    Hvit Lindstrand, Sara
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Klerfelt, Anna
    Jönköping University, School of Education and Communication, HLK, School Based Research, Leisure-time Centre.
    Orchestration in preschool - children and technological tools in concertManuscript (preprint) (Other academic)
  • 12.
    Hvit, Sara
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Barns läspraktik i förskola och förskoleklass2010Report (Other academic)
  • 13.
    Hvit, Sara
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Events at an interactive white board: Toddlers exploring’s of interactive symbols2013Conference paper (Other academic)
  • 14.
    Hvit, Sara
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Literacy events in toddler groups: Preschool educators' talk about their work with literacy among toddlers2015In: Journal of Early Childhood Literacy, ISSN 1468-7984, E-ISSN 1741-2919, Vol. 15, no 3, p. 311-330Article in journal (Refereed)
    Abstract [en]

    The present study originates in an interest in toddlers' spontaneous literacy activities and Swedish preschool practice. The curriculum for Swedish preschool (National Agency for Education, 2011b) clearly states that preschools should work on the basis of a holistic view of the child and that activities should be both enjoyable and based on toddlers' experiences, play and desire to learn. Because the curriculum can be interpreted in a number of different ways, it is important to highlight how tasks in preschool, specifically those directed at written language, are realized in practice. Hence, the aim of this article is to explore educators' talk about their work with written language within an early childhood literacy frame. The study is seen from a social constructionist perspective, and the analysis is based on focus group interviews with ten preschool educator teams on two separate occasions for each. Two themes are identified as being clearly displayed in the educators’ talk about toddlers' literacy: The first theme is doing literacy: toddlers' bodily and material manifestations. The second theme covers the educators' educational manner and the educators' construction of literacy: a playful and material approach based on values and traditions. Finally, these themes are discussed in relation to the educators' professional language, concrete and contextual literacy events, material aspects and a view of toddlers as literate persons in their own right. Hence, the study contributes to a wider discussion about toddlers' everyday activities and interest in written language. In addition, the study makes the suggestion that, in order for work with literacy among toddlers to be based on the child, professional language which highlights toddlers' ways of expression from a broad perspective of what it is to be literate, is needed.

  • 15.
    Hvit, Sara
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Små förskolebarns berättande med stöd av den interaktiva tavlan2010In: Specialpedagogisk tidskrift : att undervisa, ISSN 2000-429X, no 2, p. 24-25Article in journal (Other (popular science, discussion, etc.))
    Download full text (pdf)
    FULLTEXT01
  • 16.
    Hvit, Sara
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Toddlers at preschool use an interactive board to make narratives2010Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    This presentation originates from the research project “Preschool as children’s language environment” and the aim with this presentation is to explore how toddlers at preschool use an interactive board to make narratives. This is an example on how physical environment and materials in preschool promote language in a way that is new and innovative. Toddlers are digital citizens from the day of birth and a further aim is to discuss the didactical challenges followed of the toddler body turns the digitalized world of expression. We need more expansive theories in preschool practice about toddlers ways of use and make languages if it should be possible to arrange a preschool were it is possible for them to create meaning together.

     

  • 17.
    Hvit, Sara
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Toddlers make and use of language in their world of language: Preschool as childrens language environment2010Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    The aim of this article is to discuss how toddlers make and use language in preschool. This will be presented in three themes regarding Doing something together, make meaning of ideas and the expressive toddlerbody. The theoretical points of departure is based on Maurice Merleau Ponty´s mainwork Phenomenology of perception (1962), Gunvor Lökkens empirical toddler peer studies and Gunther Kress theories about paths to literacy. A further aim is to discuss the didactial challenges followed of the toddler turns to the digitalized world of expression. We need more expansive theories in preschool practice about toddlers ways of use and make language if it should be possible to them to create meaning together.

  • 18.
    Hvit, Sara
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Yngre förskolebarns interaktion med digitala medier och görande av ”text”2013Conference paper (Other academic)
  • 19.
    Lindstrand, Sara
    et al.
    Jönköping University, School of Education and Communication, HLK, Practice Based Educational Research, Preschool Education Research.
    Lecusay, Robert
    Jönköping University, School of Education and Communication, HLK, Practice Based Educational Research, Preschool Education Research. Södertörns högskola, Sverige.
    Mrak, Lina
    Örebro universitet, Sverige.
    Lyssnande undervisning i förskolan2022In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 19, no 4, p. 206-226Article in journal (Refereed)
    Abstract [en]

    Teaching as listening in preschool

    In this article we focus on the ongoing research discussion concerning how the concept of teaching can be understood in preschool practice. In particular, we examine the connection between preschool teachers’ reflections on their own teaching and the culture of the preschool in which they work. This study is guided by the research question: How is teaching described and arranged for in the teachers’ preschool? The seven participating preschool teachers were drawn from two departmental teams that described themselves as working from a Pedagogy of Welcoming and Listening. The empirical materials are drawn from reflection conversations held with the preschool teachers in which the teachers discussed documentation they considered personally significant for their teaching in a recent education for sustainability project focused on play roots and semiotic production. The design and analysis of these conversations was based on cultural theories of communication (Carey, 1992; Dewey, 1916), and an understanding of preschool education as a situated cultural development process, preschools as idiocultures (Fine, 1979, 2012). Our analysis led to the description of three perspectives representative of the preschool teachers’ meaning-making in relation to teaching: Teaching processes in motion, Preschool teachers’ participation and presence, and Discernment of knowledge domains by listening to children’s actions. The result is discussed in terms of the preschool’s teaching culture, the ways in which the national preschool curriculum is manifest in the children’s actions, and the social and material relationships underpinning teaching. 

  • 20. McConnachie, Malin
    et al.
    Göthson, Harold
    Hvit Lindstrand, Sara
    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).
    Inledning2021In: Förskolan som demokratisk mötesplats / [ed] H. Göthson, S. Hvit Lindstrand & M. McConnachie, Stockholm: Natur och kultur, 2021, p. 7-12Chapter in book (Other academic)
  • 21.
    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.))
  • 22.
    Nilsson, Stefan
    et al.
    School of Health Sciences, Borås University, Borås, Sweden.
    Björkman, Berit
    Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Almqvist, Anna-Lena
    School of Health, Care and Social Welfare, Mälardalen University, Sweden.
    Almqvist, Lena
    School of Health, Care and Social Welfare, Mälardalen University, Sweden.
    Björk-Willén, Polly
    Department of Social and Welfare Studies, Linköping University, Linköping, Sweden.
    Donohue, Dana
    Centre for AAC, University of Pretoria, South Africa.
    Enskär, Karin
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Nursing Science. Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Huus, Karina
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Nursing Science. Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Hvit, Sara
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Children’s voices – Differentiating a child perspective from a child’s perspective2015In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 18, no 3, p. 162-168Article in journal (Refereed)
    Abstract [en]

    Objective: The aim of this paper was to discuss differences between having a child perspective and taking the child's perspective based on the problem being investigated.

    Methods: Conceptual paper based on narrative review.

    Results: The child's perspective in research concerning children that need additional support are important. The difference between having a child perspective and taking the child's perspective in conjunction with the need to know children's opinions has been discussed in the literature. From an ideological perspective the difference between the two perspectives seems self-evident, but the perspectives might be better seen as different ends on a continuum solely from an adult's view of children to solely the perspective of children themselves. Depending on the research question, the design of the study may benefit from taking either perspective. In this article, we discuss the difference between the perspectives based on the problem being investigated, children's capacity to express opinions, environmental adaptations and the degree of interpretation needed to understand children's opinions.

    Conclusion: The examples provided indicate that children's opinions can be regarded in most research, although to different degrees.

  • 23.
    Richardson, Tanya
    et al.
    Jönköping University, School of Education and Communication, HLK, Sustainable Societies (SUS), Sustainability Education Research (SER). Department is Faculty of Health, Education and Society, University of Northampton, Northampton, UK.
    Waite, Sue
    Jönköping University, School of Education and Communication, HLK, Sustainable Societies (SUS), Sustainability Education Research (SER). Department is Faculty of Arts, Humanities and Business, University of Plymouth, Plymouth, UK.
    Askerlund, Per
    Jönköping University, School of Education and Communication, HLK, Sustainable Societies (SUS), Sustainability Education Research (SER).
    Almers, Ellen
    Jönköping University, School of Education and Communication, HLK, Sustainable Societies (SUS), Sustainability Education Research (SER).
    Hvit Lindstrand, Sara
    Jönköping University, School of Education and Communication, HLK, Practice Based Educational Research, Preschool Education Research.
    How does nature support early language learning?: A systematic literature review2023In: Early years, ISSN 0957-5146, E-ISSN 1472-4421Article, review/survey (Refereed)
    Abstract [en]

    The way a young child uses language has an impact on their future life. Early language acquisition is a determinant in adult employment, mental health and relationships with others. At the same time there is a broad evidence base that play and learning in the natural environment is beneficial for young children's physical, emotional, social and cognitive development. However, literature about how these two contributions to children's early development intersect and combine, in particular whether and how early language learning in children aged between 3 and 7 years might be enhanced in nature, is harder to find. For this paper, we undertook a systematic literature review to explore and report on research within this important area. Based on an in-depth study of 181 articles, we found that scant literature exists about how children's language is developed within natural environments. Although this appears to be a topic that is discussed in practice-oriented publications, it was found that very few researchers are focusing on and reporting within this area. Twelve papers were thoroughly analysed and three themes identified and discussed; desire to communicate, communication skills and literacy skills. This paper concludes by suggesting areas for future research.

  • 24.
    Schmidt, Catarina
    et al.
    Jönköping University, School of Education and Communication, HLK, Practice Based Educational Research.
    Hvit Lindstrand, Sara
    Jönköping University, School of Education and Communication, HLK, Practice Based Educational Research, Preschool Education Research.
    Dialogisk högläsning i förskoleklassen och årskurs 1: ”Jag tycker att molnbullen smakar delikat”2022In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 10, no 1, p. 78-99Article in journal (Refereed)
    Abstract [en]

    This contribution draws on a research project using the picture book as a starting point for scaffolding language and knowledge development, and possible pedagogical approaches for drawing on literature in classroom practices. The article focusses on a Grade 1 class and the teaching and learning that were designed using the picture book Molnbullar (Cloud Buns). In the article, it is investigated what characterizes this teaching and learning, and its meaning for the pupil’s language development and possible encounter with the content of the story. The analyzed empirical data consist of one transcribed focus group interview with the teachers, their written reflections and documentation of the lessons, and photographs of what the pupils produced. The result shows that the pupils get close to the picture book’s content through their senses and bodily movements, like when creating the sound of rain, which falls in the beginning of the story, and through repetition of language and gestures. Lastly, text production, through resources like conversation, images and script, appears important for the pupils to absorb the content of the picture book and to make connections to their own life, at the same time as they are developing language.

  • 25.
    Schmidt, Catarina
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF).
    Hvit Lindstrand, Sara
    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).
    Dialogisk högläsning med yngre elever – ett praktiknära forskningsprojekt i samverkan med lärare i förskoleklassen och årskurs 12021Conference paper (Refereed)
    Abstract [sv]

    Bidraget utgår från ett praktiknära projekt som genomförs i samverkan med 10 lärare, i förskoleklassen och årskurs 1, på två flerspråkiga skolor under våren 2021. Med utgångspunkt i bilderböckerna, Molnbullar (Baek, 2019) och Sagan om det röda äpplet (Lööf, 1074), iscensattes undervisning med målet att eleverna skulle ’komma in i’ det litterära verket och möta dess innehåll (Langer, 2011).  Teoretiskt utgår studien från receptionsteoretiska (Langer, 2011; Rosenblatt, 1938/1995) perspektiv och språk- och kunskapsutvecklande förhållningssätt (Cummins, 2001) med en tonvikt på upplevelsebaserad läsning (Schmidt, 2018).  

    Projektets syfte är att bidra med didaktisk kunskap om på vilka sätt dialogisk högläsning kan innebära att yngre elevers språk och läsintresse stärks.   

    De empiriska data vi utgår från är sammanställning av genomförd undervisning, lärarnas reflektionsloggar, fotografier av elevalster samt transkriberade fokusgruppsintervjuer med lärarna. Vi kommer att analysera det deltagande och den interaktion som möjliggjordes i undervisningen samt vilka uttryck och tankar kring bilderböckernas innehåll som framkom hos eleverna.  Preliminära resultat belyser betydelsen av att utgå från berättelsens innehåll, där illustrationerna intar en viktig roll, på sätt som möjliggör för eleverna att delta muntligt och kroppsligt med återkommande tillfällen att få ’vara i’ och ’förställa sig handlingen framåt’ (Langer, 2011). Sammantaget verkar dessa aspekter vara betydelsefulla för att eleverna ska kunna möta och berättelsen på sätt som stärker såväl deras språk som vilja att lyssna till lärares högläsning av barnlitteratur.  

    Referenser

    Baek, H. (2019). Molnbullar. Tranan.  

    Cummins, J. (2015). Negotiating Identities. Education for Empowerment in a Diverse Society. California Association for Bilingual Studies.  

    Langer, J. (2011). Envisioning Literature: Literary Understanding and Literature Instruction. Teachers College Press.  

    Lööf, J. (1974). Sagan om det röda äpplet. Bonniers Carlsén.  

    Rosenblatt, L. (1938/1995). Literature as Exploration. The Modern Language Association of America.  

    Schmidt, C. (2018). Barns läspraktiker i ett demokratiskt samhälle. Utbildning & Demokrati, 27 (3), 77-99.  

  • 26.
    Schmidt, Catarina
    et al.
    Jönköping University, School of Education and Communication, HLK, Practice Based Educational Research.
    Hvit Lindstrand, Sara
    Jönköping University, School of Education and Communication, HLK, Practice Based Educational Research, Preschool Education Research.
    Ljungqvist, Petra
    Råslättsskolan, Jönköping.
    Conyer, Taylor-Anne
    Råslättsskolan, Jönköping.
    Dialogisk högläsning i förskoleklassen och årskurs 1 – teori och praktik i samverkan2021Conference paper (Other academic)
    Abstract [sv]

    Bidraget utgår från ett ULF-projekt som initierats utifrån en uttalad vilja att använda dialogiskhögläsning som ett sätt att stärka elevernas språk och engagemang för läsning. Projektet innebärforskning i samverkan, där teori och praktik ömsesidigt påverkat varandra, och där lärare ochforskare samverkat i tre interventioner för att förändra och utveckla klassrumspraktiken vad gällerdialogisk högläsning i förskoleklassen och årskurs 1 (Carlgren, 2011). Teoretiskt utgår studien frånreceptionsteoretiska (Langer, 2011; Rosenblatt, 1938/1995) perspektiv och språk- ochkunskapsutvecklande förhållningssätt (Cummins, 2001) med en tonvikt på upplevelsebaseradläsning (Schmidt, 2018, 2021). Målet med varje intervention har varit att eleverna ska ’komma in i’det litterära verket och möta dess innehåll (Langer, 2011) samtidigt som de ges möjligheter till aktivtspråkanvändande (Cummins, 2001). 

    Download full text (pdf)
    Abstrakt
  • 27.
    Schmidt, Catarina
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Hvit, Sara
    Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.
    Skepö, Hanna
    Berglund, Jenny
    Drawing on children's language - and text experiences - a source for reading and writing engagement?2013Conference paper (Other academic)
  • 28.
    Wernholm, Marina
    et al.
    Department of Pedagogy and Learning, Linnaeus University, Sweden.
    Hvit Lindstrand, Sara
    Jönköping University, School of Education and Communication, HLK, Practice Based Educational Research, Preschool Education Research.
    Kjällander, Susanne
    Department of Child and Youth Studies, Stockholm University, Sweden.
    Barns hybrida lek i förskolan2023In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 17, no 4, p. 105-122Article in journal (Refereed)
    Abstract [en]

    This article discusses play as hybrid, where play activities with digital and analogue tools are so interlaced that they are one common play activity: a playground which is both physical and digital. With four empirical examples from two research projects the article wants to illustrate hybrid play which is rather unexplored. With the purpose to problematize and contribute to the discussion of children's hybrid play by using a theoretical model research questions are: How is children's hybrid play expressed in preschool and what the obstacles and opportunities with the hybridity for children's play? The theoretical model presents five concepts of relevance for understanding children’s hybrid play (multimodal participatory literacies, performing self, explore, contribute and connect) in preschool. The article concludes with a new definition of hybrid play and suggest that digital play is always hybrid. The multimodality means that children are allowed to participate in more ways, hybrid play requires children to connect. Educators can both enable and hinder hybrid play, enabling by for example using creative apps, allowing digital tools as a natural part of free play and recognizing children's narratives.

1 - 28 of 28
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