lnu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
When differences are made into likenesses: the normative documentation and assessment culture of the preschool
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.ORCID iD: 0000-0001-9363-3066
2023 (English)In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 27, no 8, p. 904-920Article in journal (Refereed) Published
Sustainable development
SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Abstract [en]

This article is based on studies carried out within the Young children’s learning research education programme. This undertaking involved five graduate students, all recruited from the Swedish preschool system. The licentiate thesis makes up the final product of their education programme, and the focus of each candidate’s licentiate thesis was preschool-level documentation. Using the results of all five theses, a re-analysis was conducted with the concept of normality as the common starting point. The purpose was to investigate whether documentation and assessment can change the view of normality in preschools, and furthermore, what consequences there may be for preschool activity. ‘The narrow preschool and the wide preschool’ is the model used to support the analysis, which is a model used in previous studies to review and discuss educational choices and conditions in the school system. Results of the present investigation show that the documents and assessments performed in preschool have a strong focus on the individual child and a traditional, school-oriented learning is highly valued. The documentation and assessment practices that take place now in our preschools, therefore, most likely influence the preschool view of normality and restrict the acceptance of differences.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2023. Vol. 27, no 8, p. 904-920
Keywords [en]
Assessment, preschool, normality, observation, special education
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
URN: urn:nbn:se:lnu:diva-101039DOI: 10.1080/13603116.2021.1879951ISI: 000614174800001Scopus ID: 2-s2.0-85100334758OAI: oai:DiVA.org:lnu-101039DiVA, id: diva2:1526529
Available from: 2021-02-08 Created: 2021-02-08 Last updated: 2023-09-06Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopus

Authority records

Karlsudd, Peter

Search in DiVA

By author/editor
Karlsudd, Peter
By organisation
Department of Pedagogy and Learning
In the same journal
International Journal of Inclusive Education
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 701 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf