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  • 1.
    Alatalo, Tarja
    et al.
    Dalarna University.
    Meier, Joanna
    Dalarna University.
    Frank, Elisabeth
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
    Information Sharing on Children’s Literacy Learning in the Transition From Swedish Preschool to School2017Ingår i: Journal of Research in Childhood Education, ISSN 0256-8543, E-ISSN 2150-2641, Vol. 31, nr 2, s. 240-254Artikel i tidskrift (Refereegranskat)
    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.

  • 2.
    Zimmerman Nilsson, Marie-Heléne
    et al.
    Halmstad University.
    Holmberg, Kristina
    Halmstad University.
    Quality and Knowledge Content in Music Activities in Preschool: The Impact of Human Materiality Combinations2017Ingår i: Journal of Research in Childhood Education, ISSN 0256-8543, E-ISSN 2150-2641, Vol. 31, nr 1, s. 103-112Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Traditionally, pedagogical research has been child centered, where materialities often have been considered as objects and tools. However, in recent posthuman research, attempts have been made to consider human materiality combinations to have impact on pedagogical activities in preschool, but to a large extent music as an issue has been neglected. Therefore, the aim of this research study is to discuss pedagogical quality and knowledge content in music activities in preschool by focusing on combinations of human and materiality subjects as “cyborgs.” Particularly, this is essential for preschool, teacher education, and research, contributing alternative understandings of learning settings. A theoretical framework emanates from posthumanist theories, where the authors apply methodological concepts used in their earlier work to study music activities. The empirical material was produced in Spring 2013. The analysis of video observations identifies two different characters of a cyborg, the guitar-human, and the CD human having quite different impacts on the music activities. Nevertheless, they have in common that they create intensities with the children, where entanglements between human and materiality become the activity. Finally, the cyborgs are discussed, where issues and dilemmas related to pedagogical quality, knowledge content, agency, and competence are addressed.

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