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Frank, Elisabeth
Publications (10 of 37) Show all publications
Herrlin, K., Frank, E. & Ackesjö, H. (2019). Förskoleklassens didaktik: Möjligheter och utmaningar (2ed.). Stockholm: Natur och kultur
Open this publication in new window or tab >>Förskoleklassens didaktik: Möjligheter och utmaningar
2019 (Swedish)Book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2019. p. 192 Edition: 2
Keywords
Förskoleklass, svenska, matematik, didaktik
National Category
Didactics
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-79620 (URN)978-91-27-82464-5 (ISBN)
Available from: 2019-01-18 Created: 2019-01-18 Last updated: 2019-05-22Bibliographically approved
Herrlin, K. & Frank, E. (2018). Konsten att få tänk på pränt. Stockholm: Skolverket
Open this publication in new window or tab >>Konsten att få tänk på pränt
2018 (Swedish)Other (Other (popular science, discussion, etc.))
Abstract [sv]

I modulens inledande del beskrivs elevens skrivutveckling genom olika faser, från pseudo-skrivning till ortografisk-morfemisk skrivning. Två strategier för skrivandet diskuteras – den direkta (ortografiska) och den indirekta (fonologiska).

Syftet med att lyfta olika komponenter av skrivandet är att ge fördjupad kunskap om elevens skrivprocess och väcka tankar om hur motivation, idéskapande, inkodning och textbyggande utgör delar av skrivundervisningen. 

I undervisningsaktiviteten kan ni på ett lekfullt sätt arbeta med skiljetecken på olika nivåer genom att låta eleverna formulera gåtor om sig själva.

Place, publisher, year, pages
Stockholm: Skolverket, 2018. p. 1
Series
Språk-, läs- och skrivutveckling (Läslyftet): Tidig skrivundervisning
National Category
Didactics
Research subject
Education, Didactics
Identifiers
urn:nbn:se:lnu:diva-80532 (URN)
Available from: 2019-02-14 Created: 2019-02-14 Last updated: 2019-02-19Bibliographically approved
Herrlin, K. & Frank, E. (2018). Språkutvecklande aktiviteter: – en idébank. Stockholm: Natur och kultur
Open this publication in new window or tab >>Språkutvecklande aktiviteter: – en idébank
2018 (Swedish)Book (Other (popular science, discussion, etc.))
Abstract [sv]

I fritidshemmets verksamhet finns det stora möjligheter för dig som pedagog att konkretisera och arbeta med elevernas språkutveckling på olika sätt. I den här boken får du tips på språkutvecklande och planerade aktiviteter som går att genomföra i den dagliga fritidsverksamheten.

Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2018. p. 85
Series
Fritidshem
National Category
Didactics
Research subject
Education, Didactics
Identifiers
urn:nbn:se:lnu:diva-80530 (URN)9789127451537 (ISBN)
Available from: 2019-02-14 Created: 2019-02-14 Last updated: 2019-02-19Bibliographically approved
Frank, E. & Herrlin, K. (2018). Stavning – bokstavlig begrundan: [ ingår i Lärportalens modul Språk-, läs- och skrivutveckling (Läslyftet), Tidig skrivundervisning, Del 2: Stavning - bokstavlig begrundan, årskurs F-3 ]. Stockholm: Skolverket
Open this publication in new window or tab >>Stavning – bokstavlig begrundan: [ ingår i Lärportalens modul Språk-, läs- och skrivutveckling (Läslyftet), Tidig skrivundervisning, Del 2: Stavning - bokstavlig begrundan, årskurs F-3 ]
2018 (Swedish)Other (Other academic)
Abstract [sv]

I denna del uppmärksammas stavningskonventionerna och hur eleverna ökar sin medvetenhet från att upptäcka hur fonem och morfem hänger ihop till att se att det finns regler för stavning som stöttar det egna skrivandet. Syftet är att väcka tankar och diskussion kring vad, hur och i vilka sammanhang lärare ska använda sin egen förtrogenhet med stavningsregler i undervisningen och mötet med eleverna.

I delen ingår även en inriktningsartikel om att stimulera skrivande i förskoleklass. 

I undervisningsaktiviteten kan ni bland annat låta eleverna arbeta med skriftspråkskonventioner genom att uppmärksamma versal och skiljetecken i ord och texter på olika sätt.

Place, publisher, year, pages
Stockholm: Skolverket, 2018. p. 14
Series
Lärportalen
National Category
Didactics Languages and Literature
Research subject
Education, Didactics
Identifiers
urn:nbn:se:lnu:diva-80533 (URN)
Available from: 2019-02-14 Created: 2019-02-14 Last updated: 2019-03-18Bibliographically approved
Alatalo, T., Meier, J. & Frank, E. (2017). Information Sharing on Children’s Literacy Learning in the Transition From Swedish Preschool to School. Journal of Research in Childhood Education, 31(2), 240-254
Open this publication in new window or tab >>Information Sharing on Children’s Literacy Learning in the Transition From Swedish Preschool to School
2017 (English)In: Journal of Research in Childhood Education, ISSN 0256-8543, E-ISSN 2150-2641, Vol. 31, no 2, p. 240-254Article in journal (Refereed) Published
Abstract [en]

Collaboration and continuity between school types are important factors

that favor long-term learning and that need to be given attention in the

transition between early childhood school institutions. This study highlights

teachers’ experiences of information sharing during the transition from

Swedish preschool to preschool class (i.e., from the child care to school)

with regard to children’s literacy learning. To find out and evaluate the

individual child’s development, the child’s actual and proximal development

zones needs to be taken into account in the transition. It appears that

some preschool teachers wish to share information on children’s literacy

learning, but it is mainly about the children’s interest in literacy activities.

Also the preschool class teachers’ wishes to know more about the children’s

literacy learning are too much on a general level to be able to provide a

good enough basis for planning literacy activities that fit every individual

child. A large part of the outcomes derives from the preschool tradition that

has viewed care as being core to its work and considered learning and

achievement as domains associated with compulsory school. This article

discusses whether the training of teachers in early childhood education

needs a stronger focus on literacy learning.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
Communities of practice, literacy learning, preschool, preschool class, transition, zone of proximal development
National Category
Didactics
Research subject
Education, General Didactics
Identifiers
urn:nbn:se:lnu:diva-62037 (URN)10.1080/02568543.2016.1274926 (DOI)000400153700006 ()
Available from: 2017-03-31 Created: 2017-03-31 Last updated: 2018-06-01Bibliographically approved
Frank, E. & Herrlin, K. (2017). Skriftspråksutveckling i förskolklass. In: Skriv! Les!, Trondheim, Norweig, 9-11/05, 2017: . Paper presented at Skriv! Les!.
Open this publication in new window or tab >>Skriftspråksutveckling i förskolklass
2017 (Swedish)In: Skriv! Les!, Trondheim, Norweig, 9-11/05, 2017, 2017Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Research subject
Education, Didactics
Identifiers
urn:nbn:se:lnu:diva-77158 (URN)
Conference
Skriv! Les!
Note

Ej belagd 20181207

Available from: 2018-08-16 Created: 2018-08-16 Last updated: 2018-12-07Bibliographically approved
Frank, E. & Herrlin, K. (2017). Utmaningar och motivation i läsundervisningen: [ ingår i Lärportalens modul Språk-, läs- och skrivutveckling (Läslyftet), Tidig läsundervisning, Del 8: Utmaning och motivation i läsundervisning, årskurs F-3 ]. Stockholm: Skolverket
Open this publication in new window or tab >>Utmaningar och motivation i läsundervisningen: [ ingår i Lärportalens modul Språk-, läs- och skrivutveckling (Läslyftet), Tidig läsundervisning, Del 8: Utmaning och motivation i läsundervisning, årskurs F-3 ]
2017 (Swedish)Other (Other academic)
Place, publisher, year, pages
Stockholm: Skolverket, 2017. p. 13
Series
Lärportalen
National Category
Didactics
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-77127 (URN)
Available from: 2018-08-15 Created: 2018-08-15 Last updated: 2019-03-18Bibliographically approved
Frank, E. & Herrlin, K. (2016). Avkodning. In: Tarja Alatalo (Ed.), Läsundervisningens grunder: (pp. 55-70). Gleerups Utbildning AB
Open this publication in new window or tab >>Avkodning
2016 (Swedish)In: Läsundervisningens grunder / [ed] Tarja Alatalo, Gleerups Utbildning AB, 2016, p. 55-70Chapter in book (Other academic)
Place, publisher, year, edition, pages
Gleerups Utbildning AB, 2016
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-49764 (URN)9789140692092 (ISBN)
Available from: 2016-02-13 Created: 2016-02-13 Last updated: 2016-02-24Bibliographically approved
Herrlin, K. & Frank, E. (2016). Fonologisk medvetenhet. In: Tarja Alatalo (Ed.), Läsundervisningens grunder: (pp. 41-54). Gleerups Utbildning AB
Open this publication in new window or tab >>Fonologisk medvetenhet
2016 (Swedish)In: Läsundervisningens grunder / [ed] Tarja Alatalo, Gleerups Utbildning AB, 2016, p. 41-54Chapter in book (Other academic)
Place, publisher, year, edition, pages
Gleerups Utbildning AB, 2016
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-49763 (URN)9789140692092 (ISBN)
Available from: 2016-02-13 Created: 2016-02-13 Last updated: 2016-02-24Bibliographically approved
Alatalo, T., Meier, J. & Frank, E. (2016). Transition between Swedish preschool and preschool class: a question about interweaving care and knowledge. Early Childhood Education Journal, 44(2), 155-167
Open this publication in new window or tab >>Transition between Swedish preschool and preschool class: a question about interweaving care and knowledge
2016 (English)In: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707, Vol. 44, no 2, p. 155-167Article in journal (Refereed) Published
Abstract [en]

This study highlights teachers’ experiences with transition from Swedish preschool to preschool class, i. e. from the daycare centre to the formal school. One assumption was that transition activities, to favour continuity in the long-term, need to focus on children’s learning within the target areas that the policy documents specify for preschool. Empirical data were collected through a combination of a questionnaire and interviews. The study shows that transition activities occur between institutions. These are in place to allow for a safe transition for children rather than to allow for continuous and long-term learning in the target areas in the curriculum. Care for children and beliefs about the types of school activities have an impact on the activities and standpoints in the transition processes. Professional assessment of children’s learning and the need for greater consensus within various types of schools in terms of the learning of the individual child in different fields are discussed.

Keywords
Continuous learning, Preschool, Preschool class, Rationality of care, Transition
National Category
Pedagogical Work
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-49765 (URN)10.1007/s10643-015-0700-y (DOI)000371508700008 ()2-s2.0-84925242026 (Scopus ID)
Available from: 2016-02-13 Created: 2016-02-13 Last updated: 2018-02-16Bibliographically approved
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