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  • 1.
    Hellberg, Carin
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Skola på vetenskaplig grund.
    Hvit, Sara
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Skola på vetenskaplig grund.
    Lyssnande pedagoger och lärande småbarn: En intervjustudie om temaarbete som utmanande projekt2008Annet (Annet vitenskapelig)
    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.

  • 2.
    Hvit Lindstrand, Sara
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Förskolepedagogisk didaktisk forskning.
    Are we spinning or is it the board? Young children’s interaction with an interactive whiteboard in preschool2015Inngår i: Nordic Journal of Digital Literacy, ISSN 1891-943X, E-ISSN 1891-943X, Vol. 10, nr 3, s. 124-144Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 3.
    Hvit Lindstrand, Sara
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Förskolepedagogisk didaktisk forskning.
    Små barns tecken- och meningsskapande i förskola: Multimodalt görande och teknologi2015Doktoravhandling, med artikler (Annet vitenskapelig)
    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.

  • 4.
    Hvit Lindstrand, Sara
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Förskolepedagogisk didaktisk forskning.
    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 toddlers2016Inngår i: Australasian Journal of Early Childhood, ISSN 0312-5033, Vol. 41, nr 1, s. 90-99Artikkel i tidsskrift (Annet vitenskapelig)
    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.

  • 5.
    Hvit Lindstrand, Sara
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Förskolepedagogisk forskning.
    Klerfelt, Anna
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Fritidshem.
    Orchestration in preschool - children and technological tools in concertManuskript (preprint) (Annet vitenskapelig)
  • 6.
    Hvit, Sara
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Barns läspraktik i förskola och förskoleklass2010Rapport (Annet vitenskapelig)
  • 7.
    Hvit, Sara
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Förskolepedagogisk forskning.
    Events at an interactive white board: Toddlers exploring’s of interactive symbols2013Konferansepaper (Annet vitenskapelig)
  • 8.
    Hvit, Sara
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Förskolepedagogisk didaktisk forskning.
    Literacy events in toddler groups: Preschool educators' talk about their work with literacy among toddlers2015Inngår i: Journal of Early Childhood Literacy, ISSN 1468-7984, E-ISSN 1741-2919, Vol. 15, nr 3, s. 311-330Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 9.
    Hvit, Sara
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Små förskolebarns berättande med stöd av den interaktiva tavlan2010Inngår i: Specialpedagogisk tidskrift : att undervisa, ISSN 2000-429X, nr 2, s. 24-25Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 10.
    Hvit, Sara
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Toddlers at preschool use an interactive board to make narratives2010Konferansepaper (Annet (populærvitenskap, debatt, mm))
    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.

     

  • 11.
    Hvit, Sara
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Toddlers make and use of language in their world of language: Preschool as childrens language environment2010Konferansepaper (Annet (populærvitenskap, debatt, mm))
    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.

  • 12.
    Hvit, Sara
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Förskolepedagogisk forskning.
    Yngre förskolebarns interaktion med digitala medier och görande av ”text”2013Konferansepaper (Annet vitenskapelig)
  • 13.
    Nilsson, Monica
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Förskolepedagogisk didaktisk forskning.
    Hvit Lindstrand, Sara
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Förskolepedagogisk didaktisk forskning.
    Öhman, Charlotte
    Högskolan i Jönköping, Högskolan för lärande och kommunikation.
    Alnervik, Karin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Förskolepedagogisk didaktisk forskning.
    Förskoledidaktisk forskning i dialog med förskolans praktik: Metoder och utmaningar2016Inngår i: Skolnära forskningsmetoder / [ed] Elsie Anderberg, Lund: Studentlitteratur AB, 2016, s. 143-158Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 14.
    Nilsson, Stefan
    et al.
    School of Health Sciences, Borås University, Borås, Sweden.
    Björkman, Berit
    Högskolan i Jönköping, Hälsohögskolan, 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
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Huus, Karina
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Hvit, Sara
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Children’s voices – Differentiating a child perspective from a child’s perspective2015Inngår i: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 18, nr 3, s. 162-168Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 15.
    Schmidt, Catarina
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Läs & skriv.
    Hvit, Sara
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Förskolepedagogisk forskning.
    Skepö, Hanna
    Berglund, Jenny
    Drawing on children's language - and text experiences - a source for reading and writing engagement?2013Konferansepaper (Annet vitenskapelig)
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