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  • 1.
    Björklund, Camilla
    et al.
    University of Gothenburg.
    Magnusson, Maria
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Playing to learn or learning as a prerequisite to play?: an example of mathematical learning content2017In: NERA 2017 Abstracts: Learning and education – material conditions and consequences: 23-25 March 2017, Copenhagen, Denmark, 2017, article id 125Conference paper (Refereed)
  • 2.
    Björklund, Camilla
    et al.
    University of Gothenburg, Sweden.
    Magnusson, Maria
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Teachers’ involvement in children’s mathematizing: beyond dichotomization between play and teaching2018In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 26, no 4, p. 469-480Article in journal (Refereed)
    Abstract [en]

    The focus of this article is on mathematics teaching in a play-based and goal-oriented practice, such as preschool, and on how different lines of actions may impact children’s learning opportunities. Video recordings of authentic play activities involving children and nine teachers from different preschools were analyzed qualitatively to answer the following research questions: (1) What lines of action do teachers use when they teach mathematics in play? and (2) What implications may different ways of teaching have for children’s learning opportunities? The analysis revealed four different categories: confirming direction of interest; providing strategies; situating known concepts; and challenging concept meaning. As these differ regarding both the mathematics content focused on and the kind of knowledge emphasized, they have implications for children’s learning opportunities.

  • 3.
    Hofslundsengen, Hilde
    et al.
    Western Norway University of Applied Sciences, Norway.
    Magnusson, Maria
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Mellgren, Elisabeth
    University of Gothenburg, Sweden.
    Heilä-Ylikallio, Ria
    Åbo Akademi University, Finland.
    Hagtvet, Bente E.
    University of Oslo, Norway.
    Upptäckande skrivning: metaspråkliga samtal och arbete med upptäckande skrivande i förskolan2019In: Att möta barns sociala språkmiljö i förskolan: flerdimensionella perspektiv / [ed] Martina Norling & Maria Magnusson, Stockholm: Liber, 2019, , p. 180p. 156-167Chapter in book (Other academic)
  • 4.
    Hofslundsengen, Hilde
    et al.
    Western Norway University of Applies Sciences, Norway.
    Magnusson, Maria
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Svensson, Ann-Katrin
    Åbo Akademi University, Finland.
    Jusslin, Sofia
    Åbo Akademi University, Finland.
    Mellgren, Elisabeth
    University of Gothenburg.
    Hagtvet, Bente E.
    University of Oslo, Norway.
    Heilä-Ylikallio, Ria
    Åbo Akademi University, Finland.
    The literacy environment of preschool classrooms in three Nordic countries: challenges in a multilingual and digital society2018In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, p. 1-14Article in journal (Refereed)
    Abstract [en]

    This study investigates the physical literacy environment of preschools in three Nordic countries. The environments were assessed using an observation protocol in a total of 131 classrooms with children aged between one and seven in Sweden, Norway and Finland. The results showed that children’s books were common and accessible in all three countries. Half of the preschools had a writing centre, and digital devices were available in less than half of them. Multilingual children were present in 82% of the classrooms, but texts and books in the multilingual children’s first languages were rare. Taken together, the results suggest that children’s books were the main gateway to literacy in these preschools, while artefacts supporting writing skills and digital literacy were less common. The findings indicate that the physical environment in these preschools did not reflect the ongoing societal changes towards increased multimodal literacy.

  • 5.
    Hofslundsengen, Hilde
    et al.
    Sogn og Fjordane University College, Norway.
    Svensson, Ann-Katrin
    Åbo Akademi University, Finland.
    Mellgren, Elisabeth
    University of Gothenburg.
    Magnusson, Maria
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Eriksen Hagtvet, Bente
    University of Oslo, Norway.
    Preschool literacy environment in the Nordic countries2016In: Abstract book. 26th EECERA Annual Conference, Happiness, Relationships, Emotion & Deep Level Learning, Dublin, 31st-3rd September, 2016, 2016Conference paper (Refereed)
    Abstract [en]

    The aim of the current study was to detect similarities and differences in the preschool literacy environment in the Nordic countries, with a special focus on what the environment offered to multilingual children who do not speak the language. Some minor studies (Bøyum, Hofslundsengen, Haukedal & Pedersen, 2016; Dahlgren, Gustafsson, Mellgren & Olsson 2013; Mellgren, Skriver Jensen & Hansen 2010; Mårdsjö Olsson & Löfström 2008; Simonsson, 2004; Svensson 2005, 2007, 2009; Öman 1986) has indicated less literacy activities in some preschools. This study expands on the earlier work of literacy environment. The theoretical base is socio-cultural as artefacts are looked upon as vehicles of the culture in which children live. We present a survey of the literacy environment in Finland, Norway and Sweden. The data consisted of mapping in 20 preschool classrooms in each of the three countries including number of books, children's access to books, reading and writing activities and digital tools. The participating preschools gave informed consents to data collection. This study contributes to knowledge about what experiences of literacy children at the ages of 0 to 6 years get during their stay in preschool, if these experiences differ among the Nordic countries and if so, how and in what way they differ. The finding from the study adds to the limited knowledge about literacy learning in the Nordic preschool system, 171 and implies the importance of preschools literacy environment for children's development of emergent literacy skills.

  • 6.
    Magnusson, Maria
    Linnaeus University, Faculty of Social Sciences, Department of Education. Göteborgs universitet .
    Developing children´s understanding of graphical symbols: Patterns of variation and meta-communiaction2013In: WALS - The world association of lesson studies: Lessons and Learning study as teacher research / [ed] Mona Holmqvist, Cecilia Kullberg Borgstrand och Angelica Kullberg, Göteborg: University of Gothenburg , 2013, p. 134-134Conference paper (Refereed)
  • 7.
    Magnusson, Maria
    University of Kalmar, School of Human Sciences.
    En lärstudie i skriftspråk: Att ge tecken en innebörd2008In: Didaktiska studier från förskola och skola / [ed] Ingrid Pramling Samuelsson & Niklas Pramling (red.), Malmö: Gleerups Utbildning AB, 2008, p. 53-66Chapter in book (Other academic)
  • 8.
    Magnusson, Maria
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Graphical symbols as a content in Early Childhood Education, Symposium : Sign with knowledge. A studie of how children discern graphical symbols at home and in preschool. 2014In: 24th EECERA ANNUAL CONFERENCE: ‘US, THEM & ME: Universal, Targeted or Individuated Early Childhood Programmes', Crete, Greece 7th—10th September, 2014: Abstract Book, University of Crete , 2014, p. 156-156Conference paper (Refereed)
    Abstract [en]

    Symposium: Graphical symbols as content in Early Childhood Education. By, Maria Magnusson, Anders Arnqvist, Bente Eriksen Hagvet and Hilde Hoflund

    An important issue in the Nordic countries in relation to change in the preschool curricula is how learning related to different content could be handled in preschool education. This symposium provides and initiative to a discussion about what it could mean to learn about specific content such as (like) graphical symbols in early childhood education. The symposium will highlight firstly research on a macro level. A comprehensive analysisin the area of researchliteracy demonstrates a lackof knowledge ofthe interactionbetween teachersand children as well as the learning process. Secondly, research on a micro level specifically scrutinized in detail how children develop symbolic skills and how this can be educational supported. Thirdly, invented spelling as a potential content in curriculum for supporting children’s transition from using logographic to using alphabetic writing.

  • 9.
    Magnusson, Maria
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    How do children understand graphical symbols? 2014In: Presented at N 3. Early Childhood Research, NERA 2014, 42nd Congress on "Education for Sustainable Development", Lillehammer, Norway, 5-7 March 2014, 2014Conference paper (Refereed)
    Abstract [en]

    We live in a communication society where we are exposed daily to graphical symbols such as, road signs, text, icons on Internet, notes, letters, numbers, maps, logos and graphs.  The question is how do children understand graphical symbols and how could teachers in preschool promote children’s learning about the communicative functions of symbols?

    Research aim

    The topic of this study is to generate knowledge about children´s understanding of graphical symbols. This knowledge is an example of what we could call a “preschool-content” and that could contribute to a didactic knowledge of Swedish preschool.

    Theoretical framework

    The theoretical basis of the study is variation theory (Marton & Tsui, 2004). This theory conceptualizes learning in terms of differentiation and integration.

    Research design

    Two empirical studies are reported. The first is about two children in the age span of 4-5 years. How they spontaneous handle graphical symbols in their everyday life at home are followed over time. In the second empirical study, the findings from the first study and theoretical insight from variation theory are orchestrated in a preschool center with two teachers and twelve children, to see if these principles can be functional in supporting children’s development of symbolic understanding. Both studies are based on video data.

    Expected findings

    The study shows how the learning of symbols can be described in terms of continuous differentiation. An important result is that variation and meta-communication are two keys in the learning process. Through conducting this empirical study, three principles can easily be put to use in preschool in order to provide support for all children to develop an understanding of graphical symbols.

    Relevance for Nordic Educational research

    An important subject in the Nordic countries in relation to the changes in the curricula’s as well as in education of preschool teachers is how content like the communicative function of symbols can be handled in preschool education.

     

     

     

  • 10.
    Magnusson, Maria
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Interactions with sign´s: Differnet insight into symbolic meaning.2015In: Abstract book. Innovation, Experimentation and Adventure in Early Childhood, 25th EECERA Annual Conference, Barcelona, September 7-10, 2015, 2015Conference paper (Refereed)
    Abstract [en]

    The topic of this research is to generate knowledge about the opportunities offered to children to develop symbolic understanding. How to support children´s representational insight is an example of what we could call preschool-content, and could refer and contribute to a didactic in early education. The previous study is built upon a larger data set (see Magnuson & Pramling, 2011). Relation to previous works is 1) children´s interactions with signs 2) teacher-child interaction and 3) the learning process. The research has a sociocultural perspective, particularly Vygotsky’s work on concept development (1987). The focus is on the teacher – child interaction of supporting children’s representational insight. This empirical study is orchestrated in a preschool center with two teachers with a group of twelve children. The study is based on video data (5 hours). Ethical considerations placed importance on always being sensitive to when the child shows signs that she/he is tired or does not want to participate more, and then turn the video camera off. The findings are that patterns of variation and coordination of perspectives (intersubjectivity) are important to support children’s development of symbolic understanding. Tree principles can be summarised in terms of: taking the learner´s perspective, emphasising contrasts and coordination of perspectives.

  • 11.
    Magnusson, Maria
    University of Kalmar, School of Human Sciences.
    Learning to write with pleasure2006In: Presented at NFPFs/NERA´s 34th Congress, Örebro, 2006, Örebro, 2006Conference paper (Other academic)
  • 12.
    Magnusson, Maria
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    “No children are allowed to come in!” Developing an understanding of external representations for communication2013In: Presented at The 41st Annual Congress of the Nordic Educational Research Association. Disruptions and eruptions as opportunities for transforming education, Reykjavik, Iceland, March 7-9, 2013, 2013Conference paper (Refereed)
    Abstract [en]

    Research aim

    The aim of this research is to generate knowledge about children’s understanding of external representations and external systems in relation to learning about text. This knowledge is an example of what we could call a “preschool-content” and that could contribute to a didactic knowledge of Swedish preschool.

     

    Theoretical framework

    The research has 1) a focus on a content of children’s learning, 2) a certain way of understanding learning, and 3) a certain way of bringing about and studying children’s learning in different aspects of the world around them. The basis of the theoretical orientation is a variation theory (Marton & Booth, 1997).

     

    Research design

    An empirical case study of young children, with focus on one child who is 4 years old, is reported. The child’s spontaneous activity of producing and handling signs in the home is the starting-point of the study. I have arranged situations where the learning object is to discern the communicative function of signs. For the children it implies, for example, to discern the meanings of the sign ‘x’ as a part of a greater whole.  That means the sign is understood as a symbol of something that is forbidden. There are (just for one of the children) nearly four hours video recorded conversations and other forms of documentation like letters, cards, maps and so on.  

    Expected findings

    The findings indicate the difficulties in understanding the signs as a symbol that has a representational meaning as such.  What to discern and to learn depends of how the researcher uses variation. To be able to discern and to learn a general principle of the sign and how to use this knowledge in a new situation the signs has to vary. In the next part of the research the results are used in preschool with children 4-5 years old and their teachers.

     

    Relevance for Nordic Educational research

    An important subject in the Nordic countries in relation to the changes in the curricula’s as well as in education of preschool teachers is how content like the communicative function of symbols can be handled in preschool education.

     

     

     

     

  • 13.
    Magnusson, Maria
    University of Kalmar, School of Human Sciences.
    Situations of written language in the classroom2005In: Presented at The Oxford Ethnography Conference, Oxford, 2005, 2005Conference paper (Refereed)
  • 14.
    Magnusson, Maria
    University of Kalmar, School of Human Sciences.
    Skriftspråkliga situationer i klassrummet2004Report (Other academic)
    Abstract [sv]

    Att medverka till att skapa lustfyllda förutsättningar för barns möte med skriftspråket är den bakomliggande tanken i denna studie. Syftet med undersökningen är att identifiera klassrumssituationer som är gynsamma för barns lust och motivation att skriva samt vad som utmärker dessa klassrumssituationer. Genom fältstudier har undersökningen genomförts i denna vardagliga kontext i klassrummet i år 1 med tolv elever. Centrala begrepp för studien är lust och motivation då de initialt fungerar som en vägledning i sökandet efter att identifiera ovanstående situationer. Forskningsansatsen är etnografisk vilken har till uppgift att studera en grupp eller en kultur. Huvuddelen av datamaterialet har således samlats in med hjälp av deltagande observationer. För insamling av data har även intervjuer, enkäter och artefakter använts. Studien innehåller såväl en fortlöpande som en avslutande analys.

    Trots att det för barnen är svårt att formulera sig skriftligt i början utkristalliserar sig vid analysen ett antal olika teman för dessa situationer där lusten och motivaionen tog överhand. Studien visar att det utmärkande för klassrumssituationerna är att interaktionen står i centrum. I studien framstår barnen som deltagare i ett socialt sammanhang där kommunikationen är i fokus och lärandet att skriva är en underordnad process. Reslutet stöder tidigare forskning inom det socialinteraktionistiska perspektivet. I klassrumssituationerna, som utmärks av handlingar tillsammans med andra, hamnar fokus på eleven som delaktig i skapandet av sin egen utveckling snarare än som mottagare av förmedlad kunskap. Till resultatet kopplas teorier om handlingsgemenskap (community of practise) och guidat deltagande (guided participation). Viktiga slutsatser i studien är att skriftspråket på ett framgångsrikt sätt kan växa fram och utvecklas genom handlingar tillsammans med redan skrivkunniga. Studien pekar därmed på betydelsen av att rikta strålkastarljuset mot såväl individer som relationer och miljö. Denna studies bidrag är att visa vad lust och motivation kan vara och hur gynnsamma lärandesituationer kan skapas för lusten och motivationen att lära att skriva. Studien bídrar även till att synliggöra och framhålla hur etnografiska redskap kan användas av lärare för att distansera sig till sin undervisning och sig själva.

  • 15.
    Magnusson, Maria
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Skylta med kunskap: en studie av hur barn urskiljer grafiska symboler i hem och förskola.2013Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The topic of this study is to generate knowledge about children’s understanding

    of graphical symbols. These forms of knowledge are prevalent in contemporary

    societies, for example, in the form of letters, numbers, road signs, maps, and

    computer icons. More specifically, in this thesis is scrutinized in detail how

    children develop symbolic skills and how this can be supported through

    educational activities. The theoretical basis of the study is variation theory

    (Marton & Tsui, 2004). This theory conceptualizes learning in terms of

    differentiation and integration. Two empirical studies are reported. The first is

    about two children, Olle and Lasse, who both are in the age span four to five

    years. How these children handle graphical symbols in the form of producing

    signs that they put up in their homes are followed over time. Hence, the

    children’s own make and use of symbols in their everyday life are studied. In the

    second empirical study, the findings from the first study and theoretical insight

    from variation theory are orchestrated in a preschool center with two teachers

    and twelve children, to see if these principles can be functional in supporting

    children’s development of symbolic understanding. Both studies are based on

    video data. The findings are that a particular pattern of variation entitled,

    ‘contrast’ is functional in developing such insight, while another pattern of

    variation entitled, ‘induction’ is not. In addition, meta-communication is argued

    to be important not only for the researcher to gain access to the child’s

    understanding but also to the child’s development as such. The theoretical

    distinction made by Vygotsky between ‘pseudo concepts’ and ‘concepts (proper)’

    is used to discuss the findings.

  • 16.
    Magnusson, Maria
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Lunqvist, Marina
    Åbo Akademi University, Finland.
    Mellgren, Elisabeth
    University of Gothenburg.
    Hofslundsengen, Hilde
    Sogn og Fjordane University College, Norway.
    Early literacy in a Nordic perspective: Discernment and patterns in degree project for preschool teachers2016In: Abstract book. 26th EECERA Annual Conference, Happiness, Relationships, Emotion & Deep Level Learning, Dublin, 31st-3rd September, 2016, 2016Conference paper (Refereed)
    Abstract [en]

    The aim of the pilot study is to generate knowledge about how to support preschool teacher students' abilities to communicate the results of the Degree Project related to previous research and teaching as profession. More specifically, we aim to investigate into what aspects are discerned and noticeable and come into foreground. Relation to previous work on the learning process (Marton, 2015) and teachers-students' global competencies (Tarrant, Rubin & Stoner, 2013). The theoretical base of the study is variation theory (Marton, 2015) and its theoretical concepts of variation and discernment. Video-observation is used for capturing verbal expression. The participating students gave informed consents to the video recording and how it will be used. Recordings are stored in accordance with rules and guidelines of Swedish Research Council (Vetenskapsrådet, 2011). The global/Nordic classroom seems to help students catch sight of the similarities and differences in a metaperspective, in relation to the Degree project, but also to the profession. Preliminary results show that student seem to make independent judgments and commute between the scientific and professional. Findings support further tests of the possibility to let students write their Degree project in a specific field such as Early Literacy and implement ''webinars'' in the global/Nordic classroom.

  • 17.
    Magnusson, Maria
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Pramling, Niklas
    University of Gothenburg.
    In ‘Numberland’: play-based pedagogy in response to imaginative numeracy2018In: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 26, no 1, p. 24-41Article in journal (Refereed)
    Abstract [en]

    The overarching interest of this study concerns how to outline learning opportunities and support in early childhood education (ECE) without losing its play-based character. More specifically, the study reports an empirical investigation into the evolving activity of a 6.5-year-old child and an adult conversing about the child’s drawing of ‘Numberland’. What the child’s drawing and his discussion about it with the adult tell us about his emergent mathematics skills is analysed. How the child shifts between speaking and enacting as if and as is, and how the adult supports his mathematics understanding through entering into the play-frame are analysed. How imaginary, play-based activities like this can provide the means for ECE and what this implies for the teacher are discussed.

  • 18.
    Magnusson, Maria
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Pramling, Niklas
    University of Gothenburg.
    Sign making, coordination of perspectives, and conceptual development2016In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 24, no 6, p. 841-856Article in journal (Refereed)
    Abstract [en]

    In this empirical study we analyse how children (aged four- to six-years-old) through communicative engagement with their teachers around their own drawings are supported in developing representational insight, that is, going from indicative sign-making to symbolic understanding. Theoretically, the analysis is informed by a sociocultural perspective, particularly Vygotsky’s work on concept development. The empirical data consist of approximately five hours of video observations of teacher–child communication in preschool. The activities analysed were designed by the teachers according to two different principles for facilitating discernment of the conventional meaning of symbols: contrast and induction. While one design is seen to be more powerful than the other in supporting children’s symbolic development, these patterns are, in the study and in everyday early childhood practice, intertwined with other communicative features such as establishing intersubjectivity. The implications for research and educational practice are discussed.

  • 19.
    Magnusson, Maria
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Pramling, Niklas
    Signs of knowledge: the appropriation of a symbolic skill in a five-year-old2011In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 19, no 3, p. 357-372Article in journal (Refereed)
    Abstract [en]

    ABSTRACT: In this empirical study, the appropriation of a symbolic skill by a

    five-year old child is analysed. His evolving production and understanding are

    investigated through his sign-making and his explanations of these when

    speaking with a researcher. The child is studied in his home. A contrasting case

    of another child of the same age also making graphical signs in his home is used

    to clarify the nature of this evolving skill. The child goes from using deictic

    references, and in other ways indicating that he takes his signs to be self-evident

    to anyone, to becoming capable of formulating abstract principles. The

    productive use of physical separation in scaffolding the child to make an

    intellectual distinction is also noticed, and the issue of meta-communication, that

    is, communication about one’s communication (representation, sign), appears to

    be the key not only to the development of the researcher’s understanding of the

    child’s skill but also to the child’s development.

  • 20.
    Magnusson, Maria
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Pramling Samuelsson, Ingrid
    University of Gothenburg.
    Att tillägna sig skriftspråkliga verktyg genom att leka affär2019In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 7, no 1, p. 23-43Article in journal (Refereed)
    Abstract [en]

    This article focuses on thematic work related to playing “shop”. Teachers, as well as children, have different roles, both in the continuation and in the development of the shop over time. The study is part of a larger project on play-based teaching in early childhood education. Empirical data for the current study consist of video observations of recurrent play in a preschool. The purpose of the study is to study how literate tools come into play between children and between teachers and children in the topic of “shop”. The results show: (i) what early literate tools (concepts, distinctions) are introduced and actualized in the play and (ii) how these are appropriated and given importance to the continuation of the play. The aspect of writing that becomes particularly important is the communicative functions of symbols. The literate content becomes significant for the development of play as well as how the teacher in play responds to children’s actions. Through empirical analysis, the study gives an example of teaching on the basis of play in preschool.

  • 21.
    Magnusson, Maria
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Pramling Samuelsson, Ingrid
    University of Gothenburg, Sweden.
    Förskollärares undervisningsstrategier: skriftspråkets funktion2019In: Att möta barns sociala språkmiljö i förskolan: flerdimensionella perspektiv / [ed] Martina Norling & Maria Magnusson, Stockholm: Liber, 2019, , p. 180p. 168--178Chapter in book (Other academic)
  • 22.
    Magnusson, Maria
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Pramling Samuelsson, Ingrid
    University of Gothenburg.
    Kultti, Anne
    University of Gothenburg.
    Pramling, Niklas
    University of Gothenburg.
    Challenges in developing play-based didactics in a development and research project: the teachers’ process2017In: NERA 2017 Abstracts: Learning and education – material conditions and consequences: 23-25 March 2017, Copenhagen, Denmark, 2017Conference paper (Refereed)
  • 23.
    Magnusson, Maria
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Reneland-Forsman, Linda
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Mångfald-en nyckel till vetenskapligt tänkande i lärarutbildning2018Conference paper (Refereed)
  • 24.
    Magnusson, Maria
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Svensson, Ann-Katrin
    Åbo Akademi University, Finland.
    Jusslin, Sofia
    Åbo Akademi University, Finland.
    Preschool teacher students´view of how to support children´s writing2018Conference paper (Refereed)
  • 25.
    Mellgren, Elisabeth
    et al.
    University of Gothenburg, Sweden.
    Heilä-Ylikallio, Ria
    Åbo Akademi University, Finland.
    Jusslin, Sofia
    Åbo Akademi University, Finland.
    Magnusson, Maria
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Svensson, Ann-Katrin
    Åbo Akademi University, Finland.
    Den samtida textmiljön i förskolan2019In: Att möta barns sociala språkmiljö i förskolan: flerdimensionella perspektiv / [ed] Martina Norling & Maria Magnusson, Stockholm: Liber, 2019, , p. 180p. 129-142Chapter in book (Other academic)
  • 26.
    Norling, Martina
    et al.
    Mälardalen University, Sweden.
    Magnusson, MariaLinnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Att möta barns sociala språkmiljö i förskolan: flerdimensionella perspektiv2019Collection (editor) (Other academic)
    Abstract [sv]

    Barn kommer till förskolan med varierande erfarenheter av språk. Förskolan har därför en betydande roll i barns tidiga språk-, läs och skrivutveckling, inte minst i ett likvärdighetsperspektiv. Förskolan behöver organiseras så att alla barn får tillgång till stimulerande språk,- skriv- och läsfrämjande lärandemiljöer. Boken handlar om hur förskolan kan skapa sådana sociala språkmiljöer.

    Boken bidrar med tydliga exempel från förskollärares vardagliga arbete. Den är uppbyggd utifrån tre teman med inriktning mot språk, och bidrar med en modell som visar de lärandestrategier som kännetecknar en social språkmiljö: omsorgsstrategier, kommunikativa strategier och lekstrategier. Författarna kommer både från praktiken i förskolorna och från forskarkåren och arbetar aktivt med frågor som handlar om barns språkutveckling.

    Boken riktar sig till förskollärarstuderande, lärarutbildare, förskollärare och andra verksamma i förskolan samt forskare inom pedagogik och didaktik. Den lämpar sig mycket väl för kollegialt lärande i förskolan och för diskussioner i arbetslag.

  • 27.
    Norling, Martina
    et al.
    Mälardalen University, Sweden.
    Magnusson, Maria
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Inledning2019In: Att möta barns sociala språkmiljö i förskolan: flerdimensionella perspektiv / [ed] Martina Norling & Maria Magnusson, Stockholm: Liber, 2019, , p. 180p. 9-20Chapter in book (Other academic)
  • 28.
    Pramling, Niklas
    et al.
    University of Gothenburg, Sweden.
    Wallerstedt, Cecilia
    University of Gothenburg, Sweden.
    Lagerlöf, Pernilla
    University of Gothenburg, Sweden.
    Björklund, Camilla
    University of Gothenburg, Sweden.
    Kultti, Anne
    University of Gothenburg, Sweden.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Magnusson, Maria
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Thulin, Susanne
    Kristianstad University, Sweden.
    Jonsson, Agneta
    Kristianstad University, Sweden.
    Pramling Samuelsson, Ingrid
    University of Gothenburg, Sweden.
    Play-responsive teaching in early childhood education2019Book (Refereed)
    Abstract [en]

    This open access book develops a theoretical concept of teaching that is relevant to early childhood education, and based on children’s learning and development through play. It discusses theoretical premises and research on playing and learning, and proposes the development of play-responsive didaktik. It examines the processes and products of learning and development, teaching and its phylogenetic and ontogenetic development, as well as the ‘what’ of learning and didaktik. Next, it explores the actions, objects and meaning of play and provides insight into the diversity of beliefs about the practices of play. The book presents ideas on how combined research and development projects can be carried out, providing incentive and a model for practice development and research. The second part of the book consists of empirical studies on teacher’s playing skills and examples of play with very young as well as older children.

  • 29.
    Reneland-Forsman, Linda
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Magnusson, Maria
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Supporting scholarly thinking in a Nordic teacher education webinar practice2019In: Journal of University Teaching and Learning Practice, ISSN 1449-9789, E-ISSN 1449-9789, Vol. 16, no 2, p. 1-14, article id 13Article in journal (Refereed)
    Abstract [en]

    With this study, we aim to generate knowledge on how a webinar practice may support the development of scholarly skills in a pre-teaching program. A series of webinars connected researchers and students from Finland, Norway and Sweden and gave the students access to an authentic Network of researchers, otherwise not accessible to them. The webinars were recorded and an analysis, inspired by variation theory, were conducted in order to identify signs of scholarly thinking in the conditions framing these situations in student reasoning when discussing their final thesis. The theoretical framing underlining the study acknowledges that 1) aspects of scholarly training can be discerned from communicative actions, 2) that the educational practice is subject to mediation and 3) that there are constitutive aspects influencing a higher education practice. Two critical aspects for stimulating scholarly thinking during webinars emerged from data. First the diversity of language and knowledge and secondly, a more informal framing. A carefully staged webinar using these two critical aspects, offers a socialisation of students in professional training, to an academic discourse where the production and evaluation of knowledge is part of students’ identity and constantly debated.

  • 30.
    Svensson, Ann-Katrin
    et al.
    Åbo Akademi University, Finland.
    Magnusson, Maria
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Varför skriver de som de gör?: Om små barns skrivande2019In: Genom texter och världar: svenska och litteratur med didaktisk inriktning – festskrift till Ria Heilä-Ylikallio / [ed] Heidi Höglund, Sofia Jusslin, Matilda Ståhl & Anders Westerlund, Åbo: Åbo Akademis Förlag , 2019, p. 75-85Chapter in book (Refereed)
    Abstract [sv]

    I takt med de samhällsförändringar som sker ökar kraven på den skriftspråkliga förmågan då vi i högre grad än tidigare kommunicerar via skrift i olika sammanhang. Det innebär att lärare för de små barnen behöver gedigna ämneskunskaper om hur man kan stötta barns tidiga skrivande genom att fånga och skapa situationer av meningserbjudande utan att dessa formaliseras. Denna teoretiska artikel problematiserar de utmaningar det kan innebära att vara responsiv och samordna barns och vuxnas perspektiv. Analys och resonemang förs om små barns skrivande utifrån ett sociokulturellt perspektiv där aktivitet, kommunikation och samtal ses som en förutsättning för kunskapsutveckling. I fokus står de små barnens insikter i skriftspråket och deras förmåga att använda sig av det och barns och vuxnas samspel om barnens textproduktion i vardagliga situationer.

1 - 30 of 30
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