lnu.sePublications
Change search
Refine search result
12 1 - 50 of 53
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • 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
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Bergh Nestlog, Ewa
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Emilson, Anette
    University of Kalmar, School of Human Sciences.
    Frank, Elisabeth
    University of Kalmar, School of Human Sciences.
    Folkesson, Anne-Mari
    University of Kalmar, School of Human Sciences.
    Herrlin, Katarina
    University of Kalmar, School of Human Sciences.
    Så här gjorde vi!: Erfarenheter från ett arbetslag2007In: "Säjer dom vetenskapligt en gång till så spyr jag!": Erfarenheter av att handleda examensarbeten, Kalmar: Institutionen för Hälso- och Beteendevetenskap, Högskolan i Kalmar , 2007, 5Chapter in book (Other academic)
  • 2.
    Bjervås, Lise-Lotte
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Emilson, Anette
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Pedagogisk dokumentation för lärande2017In: Förskolan och barns utveckling / [ed] Anne-Li Lindgren, Niklas Pramling, Roger Säljö, Gleerups Utbildning AB, 2017, 1, p. 227-244Chapter in book (Other academic)
  • 3.
    Bjervås, Lise-Lotte
    et al.
    University of Kalmar, School of Human Sciences.
    Emilson, Anette
    University of Kalmar, School of Human Sciences.
    The encounter between the adult and the child in pedagogical practice2003In: A Europe of Many Cultures: proceedings of the fifth conference of the Children's Identity and Citizenship in Europe Thematic Network / [ed] Alistair Ross, London: CiCe publication , 2003Chapter in book (Other academic)
  • 4.
    Einarsdottir, Johanna
    et al.
    University of Island, Island.
    Purola, Anna-Maija
    University of Oulo, Finland.
    Johansson, Eva Marianne
    University of Stavanger, Norway.
    Broström, Stig
    University of Aahus, Denmark.
    Emilson, Anette
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Democracy, caring and competence: values perspectives in ECEC curricula in the Nordic countries2015In: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 23, no 1, p. 97-114Article in journal (Refereed)
    Abstract [en]

    The aim of the study is to explore how Nordic Early Childhood Education and Carepolicies frame values education in preschools with a special focus on the values ofdemocracy, caring and competence. The study is part of a larger Nordic project, Valueseducation in Nordic preschools: Basis of education for tomorrow, the aim of which isto explore values education from various perspectives, policy levels, institutional levelsand personal levels. The study applies Habermas’s theoretical ideas of communicativeactions, lifeworld, and the system. Here the focus is on the system level, namely, valuesin national curriculum guidelines that serve as the basis of pedagogical practices inpreschools in the Nordic countries. Thematic research analysis described by Braun andClarke inspired the qualitative analysis of the documents. In addition, a quantitativelanguage-based approach was applied to the study. Keywords related with democratic,caring and competence values were selected. The findings reveal different dimensionsand meanings of the three value fields, such as democracy as being and/or becoming;care as fulfilment of basic needs and an ethical relationship; and competence values aslearning for sociality and academic skills.

  • 5.
    Emilson, Anette
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    A dual perspective and a communicative approach to values education in preschool2018In: Values Education in Early Childhood Settings: concepts, approaches and practices / [ed] Johansson, Eva, Emilson, Anette, Puroila, Anna-Maija, Cham: Springer Publishing Company, 2018, p. 55-67Chapter in book (Refereed)
    Abstract [en]

    The overall aim of this chapter is to outline and discuss the use of Jürgen Habermas’ theory in a Nordic participatory research project about values education in early childhood education and care. Two main issues are in the forefront. One issue is of an ontological character and concerns the choice of Habermas’ theory to explore values education. The borrowed concepts, for example, lifeworld and system, are presented and problematized in relation to how they have been applied in the Nordic project. Another issue is of an epistemological and methodological character and refers to the relationship between theory, method and findings when investigating values. The emphasis is on the theoretical impact on data constructions and the conclusions that can possibly be drawn. By highlighting both opportunities and limitations in the use of Habermas’ theory in the research on values education in early childhood education and care (ECEC), this chapter can assist readers in their own research considerations. Another contribution is the theoretical contextualization of the ECEC practice, showing the utility of the theory for understanding a pedagogical practice and also the utility of empirical analyses for developing the theory.

  • 6.
    Emilson, Anette
    University of Kalmar, School of Human Sciences.
    Children's influence in preschool2006In: The great little researcher, 2006Conference paper (Other academic)
  • 7.
    Emilson, Anette
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Democracy Learning in a Preschool context2011In: Educational Encounters: Nordic Studies in Early Childhood Didactics. / [ed] N. Pramling & I. Pramling Samuelsson., Dordrecht, Heidelberg, London, New York: Springer, 2011, p. 157-171Chapter in book (Refereed)
  • 8.
    Emilson, Anette
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Demokrati och inflytande i förskolan2014In: Värdepedagogik: Etik och pedagogik i förskola och skola / [ed] E. Johansson & R. Thornberg, Stockholm: Liber, 2014, p. 116-129Chapter in book (Other academic)
  • 9.
    Emilson, Anette
    University of Kalmar, School of Human Sciences. Göteborgs universitet.
    Det önskvärda barnet: Fostran uttryckt i vardagliga kommunikationshandlingar mellan lärare och barn i förskolan2008Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this research is to acquire knowledge about fostering young children, as expressed in everyday interactions between teachers and children in Swedish preschools. The three empirical studies in this doctoral thesis investigated partly specific democratic values such as participation and influence and partly the values that teachers explicitly or implicitly encourage and how these values are communicated to children. The thesis takes a critical approach in order to also acquire knowledge about important fostering aspects that can move hierarchal power structures towards a fostering of values characterized by intersubjectivity. In order to understand the interactions, the concepts of communicative and strategic action (Habermas, 1984) are used, as well as strong and weak classification and framing (Bernstein, 2000). Preschool fostering is also analyzed from a double perspective, with a starting-point in Habermas’ (1984, 1995a) concepts of the system and the life-world. The fieldwork took place with three different groups of toddlers in Swedish preschools. Forty-six children (aged 1 to 3 years) participated, as well as their ten teachers. The data consisted of videotaped observations of teacher and child interactions. The first study investigated how a toddler’s participation can be understood in two kinds of educational activities where the degree of teacher control differs. The results showed how strong classification and framing risk restricting children’s participation and how a weak classification and framing can promote children’s opportunities to participate on their own terms. Important issues for children’s participation were found to be a participant teacher who creates meaningful contexts, where teacher control is about being emotionally present, supportive and responsive. The purpose of the second study was to investigate how very young children can exert an influence in circle-time situations in relation to teacher control. The results showed that the children do, in fact, make choices, mostly based on several fixed alternatives, and that they do take the initiative, sometimes to express an opinion or a right, sometimes to express what they want to do in circle time. It was also found that the influence young children are able to exert varies with the control the teacher exercises. It is evident that strong teacher control is maintained in different ways and that strong control does not necessarily limit children’s influence; it depends on the nature of the control. Children’s influence increases when the teacher’s control over the what and how aspects of communications is weak, and is characterized by closeness to the child’s life-world and a communicative approach. The third study examined the values that teachers explicitly or implicitly encourage and how these values are communicated to children. The analyses resulted in ten specific values embedded in value dimensions of discipline, caring and democracy. These, in turn, can be divided into different social orientations – both collective and individualistic. The values are communicated differently and the what aspect of the communication (the value) is interrelated with the how aspect of the communication; how teachers communicate influences and sometimes changes the communicated value. In order to change power structures in teacher and child interactions, three aspects of importance have been identified: teachers’ closeness to the child’s perspective, their emotional presence and playfulness. Theoretically, the aspects are within the framework of communicative action and contribute to the understanding of what the theory might mean in communication with the youngest children in the educational system. 

  • 10.
    Emilson, Anette
    University of Kalmar, School of Human Sciences.
    Fostran i förskolan2009In: förskoletidningen, ISSN 0348-0364], Vol. 34, no 4, p. 39-46Article in journal (Other (popular science, discussion, etc.))
  • 11.
    Emilson, Anette
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Fostran i förskolan2010Other (Other (popular science, discussion, etc.))
  • 12.
    Emilson, Anette
    University of Kalmar, School of Human Sciences.
    Om barnet i centrum – en fråga om perspektiv2003In: Socialt perspektiv, Vol. 4Article in journal (Other academic)
  • 13.
    Emilson, Anette
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Practitioners’ gender beliefs and their embedded values in Swedish preschool2015In: Abstract book. Innovation, Experimentation and Adventure in Early Childhood, 25th EECERA Annual Conference, Barcelona, September 7-10, 2015, 2015Conference paper (Refereed)
    Abstract [en]

    The aim is to gain knowledge about the practitioners’ gender beliefs and their embedded values in preschool. The research questions are: ‘Which beliefs can be detected in the practitioners’ talk about gender?’ and ‘Are there any conflicting values, in that case which are they?’. Johansson (2002, 2007a, 2007b, 2009 & 2011) and Emilson (2007, 2008 & 2011) have studied the communication of values in teacher and child interactions. Another study showed teacher and child communication influenced by gender stereotypes (Eidevald, 2009). To understand practitioners’ gender beliefs in preschool, Bronwyn Davies’ (2003) concepts of category-maintenance and transgression inform the study. Data consists of 10 group interviews in eight Swedish preschools. The interviews were semi structured, recorded and transcribed. A content analysis is used. Ethical considerations were paramount to ensure that the study met the ethical requirements (Backe-Hansen, 2009).31Written informed consent for the practitioners’ participation was obtained. The beliefs detected in the practitioners’ talk about gender regarded values about duality, compensatory and neutrality beliefs. Foremost, the practitioners believe in gender neutrality and that preschool is an arena for exceeding traditional gender patterns. There were also conflicting values. On the one hand there seems to be a striving to implement the curriculum goal, i.e. to counterbalance traditional gender roles. On the other hand there seems to be a wish to respect the interests of the individual child, which sometimes causes a clash with gender transgression aims. By enhancing practitioners’ awareness of gender beliefs, the quality of values education on gender may increase in preschool.

  • 14.
    Emilson, Anette
    University of Kalmar, School of Human Sciences.
    "Säger dom vetenskapligt en gång till så spyr jag!" Examensarbetets processaspekt2007In: "Säger dom vetenskapligt en gång till så spyr jag!": erfarenheter av att handleda examensarbeten / [ed] Ulla-Karing Nordänger & Margareta Havung, Kalmar: Högskolan i Kalmar , 2007, p. 65-84Chapter in book (Other academic)
  • 15.
    Emilson, Anette
    University of Kalmar, School of Human Sciences.
    Sätta barnet i centrum I: Förskolan - barns första skola. Red. E Johansson & I Pramling Samuelsson2003Book (Other academic)
  • 16.
    Emilson, Anette
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Tacit Discipline in Early Childhood Education2018In: Values Education in Early Childhood Settings: concepts, approaches and practices / [ed] Eva Johansson, Anette Emilson, Anna-Maija Puroila, Cham: Springer Publishing Company, 2018, p. 265-279Chapter in book (Refereed)
    Abstract [en]

    This chapter highlights and problematizes tacit discipline in early childhood education. Based on findings from a Nordic project about values and values education, two issues concerning discipline are outlined and discussed. The first issue refers to the findings that discipline is negatively viewed and also neglected in the educators’ talk about values education. This is discussed in relation to what this might mean for the communication of discipline in educational practice. The second issue is related to the finding that the communication of discipline is often of a friendly and implicit character, in which children are treated as rational subjects. This raises questions about the relationship between discipline and democracy, which is discussed from the perspective of Habermas’ theory about communicative action. The discussion covers both the need of discipline in a democratic society and the risk of a colonization of the life world if discipline gets too much space. By highlighting both the opportunities and the limitations of tacit discipline in early childhood education, the chapter contributes to a nuanced and multifaceted picture of how discipline and power structures between educators and children can take place in early childhood education.

  • 17.
    Emilson, Anette
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    The Desirable Child in Preschool.2010Conference paper (Other academic)
  • 18.
    Emilson, Anette
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Toddler's Life in Swedish Preschool2010In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 42, no 2, p. 165-179Article in journal (Refereed)
    Abstract [en]

    The purpose of this paper is to point to some patterns dealt with in Swedish research with one to three-year old children in preschool. The focus of analyses is on questions posed, theoretical perspectives, methods and results. The empirical basis of this discussion comprises doctoral theses together with some later studies, all involving children under the age of three. The studies represent significant issues in educational research involving children under the age of three in Sweden. They span different approaches, yet there seem to be a common interest in basing research on children’s premises and gaining access to the child’s perspective. In sum, the results give an unique picture of how toddlers participate, interact and communicate while engaged in early mathematics, arts, literacy, moral issues, how to master the preschool context, express their intentions, inspire their peers to interaction and playful activities. Nevertheless, these ideas raise issues concerning the responsibility of research: How far can we go in talking in terms of children’s perspectives and how active and competent can a child be? It is extremely important to unpack and scrutinize the power relations that might be hidden in our ambition to take into account the perspective of the active competent and participating child.

  • 19.
    Emilson, Anette
    University of Kalmar, School of Human Sciences.
    Utvärdering av Skolverksenheternas satsningar inom barnomsorgsområdet år 20002000Report (Other academic)
  • 20.
    Emilson, Anette
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Young children's educational practice in Swedish preschool in relation to Habermas' philosophical perspective2017In: Habermas and Social Research: Between theory and method / [ed] Mark Murphy, Routledge, 2017, p. 156-171Chapter in book (Refereed)
  • 21.
    Emilson, Anette
    University of Kalmar, School of Human Sciences.
    Young children's influence in a preschool context2006Conference paper (Other academic)
  • 22.
    Emilson, Anette
    University of Kalmar, School of Human Sciences.
    Young Children's Influence in Preschool2007In: International Journal of Early Childhood, Vol. 39, no Nos 1, p. 11-38Article in journal (Refereed)
  • 23.
    Emilson, Anette
    et al.
    University of Kalmar, School of Human Sciences.
    Bjervås, Lise-Lotte
    University of Kalmar, School of Human Sciences.
    Barns perspektiv i pedagogisk praktik2004Conference paper (Other academic)
  • 24.
    Emilson, Anette
    et al.
    University of Kalmar, School of Human Sciences.
    Bjervås, Lise-Lotte
    University of Kalmar, School of Human Sciences.
    The child´s perspective in pedagogical practice2004Conference paper (Other academic)
  • 25.
    Emilson, Anette
    et al.
    University of Kalmar, School of Human Sciences.
    Bjervås, Lise-Lotte
    University of Kalmar, School of Human Sciences.
    The encounter between the adult and the child in pedagogical practice.2003In: Cice publication, 2003Conference paper (Refereed)
  • 26.
    Emilson, Anette
    et al.
    University of Kalmar, School of Human Sciences.
    Folkesson, Anne-Mari
    University of Kalmar, School of Human Sciences.
    Children's participation and teacher control2006In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 176, no 3 & 4, p. 219-238Article in journal (Refereed)
  • 27.
    Emilson, Anette
    et al.
    University of Kalmar, School of Human Sciences.
    Folkesson, Anne-Mari
    University of Kalmar, School of Human Sciences.
    Participation related to teacher control2004In: The Experience of Citizenship / [ed] Ross, A., London: Metropolitan University , 2004, p. 43-50Conference paper (Other academic)
  • 28.
    Emilson, Anette
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Folkesson, Anne-Mari
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Moqvist-Lindberg, Ingeborg
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Gender Beliefs and Embedded Gendered Values in Preschool2016In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 48, no 2, p. 225-240Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to explore practitioners' gender beliefs and how gendered values are embedded in Swedish preschool practice. The research question is: What beliefs about gender and the associated values, can be identified in practitioners' talk when they discuss gender issues? The study is informed by Bronwyn Davies' theoretical ideas that gender is socially constructed and her concepts of category maintenance and transgression are discussed. Data were analysed from 10 semistructured group interviews with practitioners in eight Swedish preschools. A content analysis was conducted that identified two main categories of beliefs, duality and gender-neutral beliefs. Primarily, the practitioners believed in gender neutrality whereby preschool is an arena in which traditional gendered behaviour are not promoted. However, value dilemmas embedded in the practitioners' gender beliefs also emerged. One dilemma concerned ideas that gender is primarily a social construction versus ideas that gender is determined by biology. Another dilemma was related to the implementation of curriculum goals whereby, on one hand, practitioners struggled to influence children not to subscribe to gendered stereotypes and to promote gender equality and, on the other hand, to take the child's perspective into account but work to influence non-gendered participation. Additionally, while boys were encouraged to embrace femininity, girls were paradoxically encouraged to reject femininity. It remains important to research values about gender in preschool education and to increase practitioners' awareness of their gendered practices in classrooms.

  • 29.
    Emilson, Anette
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Johansson, Eva
    University of Stavanger.
    Kommunikation af værdier til born2012In: Forskning i pædagogisk praksis / [ed] U Liberg &K Poulsgaard, Køpenhavn: Akademisk Forlag, 2012, p. 204-229Chapter in book (Other academic)
  • 30.
    Emilson, Anette
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Johansson, Eva
    Universitetet i Stavanger, Norway.
    Participation and gender in circle-time situations in pre-school2013In: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 21, no 1, p. 56-69Article in journal (Refereed)
    Abstract [en]

    This study sought to investigate participatory values in relation to gender, asexpressed in interactions between teachers and children in circle-time situations inSwedish and Norwegian preschools. This paper reports evidence from threeresearch questions: How is children’s participation conditioned in circle-timesituations? How are participatory values communicated to girls and boys? andWhat gender-related patterns emerge in teacherchild interactions in circletimesituations? The study is informed by Habermas’ concepts of strategic andcommunicative actions, as well as Davies’ idea of duality, the bi-polarity, betweenfemininity and masculinity. Data consist of video observations of teacher andchild interactions during circle time. The results show that children’s participationis conditional on children’s own willingness to participate, and on teachers’willingness to involve the children in a communicative action. Data reveal that thegirls are more likely to take the initiative than boys and appear more comfortable insuch an active position. It was also noted that there is a tendency for practitioners tointerpret and value male and female traits as oppositional behaviours.

  • 31.
    Emilson, Anette
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science. University of Stavanger.
    Johansson, Eva
    Participation in relation to gender in circle time situations in preschool2010Conference paper (Other academic)
  • 32.
    Emilson, Anette
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Johansson, Eva
    University of Stavanger.
    Resistance and conflict. Educational challenges and inspirations in working with young children in preschool2011Conference paper (Other academic)
  • 33.
    Emilson, Anette
    et al.
    University of Kalmar, School of Human Sciences.
    Johansson, Eva
    Universitetet i Stavanger.
    The Desirable Toddler in Preschool: Values communicated in teacher and Child Interactions2009In: Participatory Learning and the Early years: Research and Pedagogy / [ed] D. Berthelsen, J. Brownlee, & E. Johansson, New York: Routledge, 2009, 1, p. 61-77Chapter in book (Other academic)
  • 34.
    Emilson, Anette
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Johansson, Eva
    University of Stavanger.
    Values in Nordic early childhood education – democracy and the child’s perspective2014Conference paper (Other academic)
  • 35.
    Emilson, Anette
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Johansson, Eva
    University of Stavanger, Norway.
    Values in Nordic early childhood education: democracy and the child’s perspective2018In: International Handbook of Early Childhood Education / [ed] Marilyn Fleer, Bert van Oers, Springer, 2018, Vol. 1, p. 929-954Chapter in book (Refereed)
    Abstract [en]

    The aim of this chapter is to outline and discuss the development of Nordic research on democracy in the field of early childhood education and care (ECEC). We will show how research over a relatively short time has altered from normative and political arguments for democracy in ECEC via an interest in how to implement and operationalize democratic ideas into practice, leading towards a more critical approach addressing complexity to democracy. Through this process a new concept of democracy connected with shared life and pluralism appears to emerge. Communication becomes important. In turn, ambiguity and even conflicting ideas appears to be accepted as a base for democracy.

  • 36.
    Emilson, Anette
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Moqvist-Lindberg, IngeborgLinnaeus University, Faculty of Social Sciences, Department of Education.
    Värdefull förskola: Perspektiv på värdepedagogiskt arbete2016Collection (editor) (Other academic)
    Abstract [sv]

    I förskolan möts människor med olika kulturell och social bakgrund, varför det inte är självklart vilka värden som är att betrakta som eftersträvansvärda. Värden anger hur vi helst bör handla, vad som är gott och ont, rätt och fel, bra och dåligt, fint och fult etc.I Värdefull förskola fokuseras olika värdepedagogiska frågor i förskolans praktik. Värden ses som sociala konstruktioner som både medvetet och omedvetet kommuniceras och förhandlas i vardagliga situationer i förskolan.Syftet med denna bok är att främst bidra med kunskap om kommunikationen av värden i förskolan, men också med verktyg i form av teoretiska begrepp för att tolka och förstå värden i praktiken. Innehållet är empirinära och bygger på data från intervjuer med lärare och förskolechefer samt videoobservationer av interaktioner mellan lärare och barn i förskolan. I första hand vänder sig boken till förskollärarstudenter samt verksamma i förskolan.

  • 37.
    Emilson, Anette
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Pramling Samuelsson, Ingrid
    Göteborgs universitet.
    Documentation and communication in Swedish Preschools2014In: Early years, ISSN 0957-5146, E-ISSN 1472-4421, Vol. 34, no 2, p. 175-187Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to investigate communication between preschool teachersand children in documentation situations. The focus is also on what preschoolteachers actually document. The research questions are: What characterizes thecommunication between teachers and children when these teachers are documentingat the same time? What is the focus of the documentation? To interpret thiscommunication, Habermas’ concepts of communicative and strategic action areused. Data consist of video observations, where 157 min of recordings havebeen analysed. The study participants are 30 children, 1–3-years old and their 7preschool teachers. The results show that the preschool teachers either becomesilent observers or eager advocates of a particular discovery and that it is mainlychildren’s achievements that are documented. What is communicated and documentedby the teachers has a high degree of abstraction, and the communicationis of a strategic character.

  • 38.
    Emilson, Anette
    et al.
    University of Kalmar, School of Human Sciences.
    Pramling Samuelsson, Ingrid
    Early Childhood Education – a meeting place for challenges.2004In: Social learning inclusiveness and exclusiveness in Europe / [ed] Krzywosz-Rynkiewicz, B. & Ross, A., 2004, p. 75-87Chapter in book (Other academic)
  • 39.
    Emilson, Anette
    et al.
    University of Kalmar, School of Human Sciences.
    Pramling Samuelsson, Ingrid
    Early childhood education - a meeting place for challenges!2003In: CiCe publication, Vol. 4Article in journal (Refereed)
  • 40.
    Emilson, Anette
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Pramling Samuelsson, Ingrid
    Göteborgs Universitet.
    Jakten på det kompetenta barnet2012In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 5, no 21, p. 1-16Article in journal (Refereed)
    Abstract [en]

    From different documentation situation the aim of this study is to investigate the focus of the documentation as well as the communication between preschool teachers and children in these situations. The research questions are: What is the focus of the documentation? What characterizes the communication between the teachers and the children when these teachers at the same time are documenting? To interpret and understand this communication Habermas’ concepts of communicative and strategic action are used. Data consists of video observations, where 157 minutes of recordings have been analyzed. 30 children, 1-3 years, and their 7 preschool teachers have participated in the study. The results show that it is mainly children’s achievements that are documented and that the preschool teachers either become silent observers or eager advocators of a particular discovery. What is communicated and documented by the teachers have a high degree of abstraction, and the communication is of a strategic character.

  • 41.
    Emilson, Anette
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Pramling Samuelsson, Ingrid
    Göteborgs universitet, Sweden.
    Looking for the competent child2012Conference paper (Refereed)
    Abstract [en]

    From different documentation situation the aim of this study is to investigate the focus of the documentationas well as the communication between preschool teachers and children in these situations.The research questions are: What is the focus of the documentation? What characterizes the communicationbetween the teachers and the children when these teachers at the same time are documenting?To interpret and understand this communication Habermas’ concepts of communicativeand strategic action are used. Data consists of video observations from two preschools where the toolpedagogical documentation is used continuously.30 children, 1-3 years, and their 7 preschool teachershave participated in the study. The analyzed material consists of 157 minutes distributed on 15documentation situations. Videotaped observations, requires special responsibility of the researchteam.Written and informed consent for participation has been obtained from each pre-school’smanagement, teachers and parents. Personal information and collected data are stored in a separatelocked filing cabinet. The results show that it is mainly children’s achievements that are documentedand that the preschool teachers either become silent observers or eager advocators of a particulardiscovery. What is communicated and documented by the teachers have a high degree of abstraction,and the communication is of a strategic character. Issues raised relating to how preschool teachersshould be able to take advantage of the documentation. Children in preschool will develop differentkinds of skills and abilities. The critical question to be asked is if the documentations presented herelead to this?

  • 42.
    Folkesson, Anne-Mari
    et al.
    University of Kalmar, School of Human Sciences.
    Emilson, Anette
    University of Kalmar, School of Human Sciences.
    Participation and a child perspective.2004In: Proceedings of the 6th Conference of the Children’s Identity and Citzenship In Europe Thematic network, Krakow. CiCe publication, London., 2004Conference paper (Refereed)
  • 43.
    Frank, Elisabeth
    et al.
    University of Kalmar, School of Human Sciences.
    Emilson, Anette
    University of Kalmar, School of Human Sciences.
    Herrlin, Katarina
    University of Kalmar, School of Human Sciences.
    Om ni säger vetenskapligt en gång till så spyr jag, examensarbete i den nya lärarutbildningen2005Conference paper (Refereed)
  • 44.
    Johansson, Eva
    et al.
    University of Stavanger, Norway.
    Emilson, Anette
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Conflicts and resistance: Potentials for democracy learning in preschool2016In: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 24, no 1, p. 19-35Article in journal (Refereed)
    Abstract [en]

    The study aims to develop knowledge about learning for democracy in ECEC, through investigating acts of resistance in conflicts and examine these as potentials for democracy learning. The study is informed by Mouffe’s theoretical ideas about conflicts as a prerequisite for democracy. The research questions are: What kind of conflicts can be identified in everyday interactions in preschool? How do children and teachers express and maintain resistance in conflicts? What potentials for democracy learning are there in such acts? Data consist of video observations of interactions in four Swedish preschools. The analyses of the interactions comprised various readings to identify expressions of conflicts and ways to communicate resistance. Ethical considerations were paramount to ensure that the studies met the ethical requirements. Identified conflicts are described in terms of qualities of space: (a) Space for diversity illustrates openness for different opinions to be articulated and heard: (b) Space for unity illustrates how alliance building and authority create conditions and restrictions for opinions to be articulated, heard and/or neglected. Playfulness, courage and emotions are important traits for resistance and both agonism and antagonism appear to be at play. The conflicts identified offer both possibilities and obstacles in learning for democracy.

  • 45.
    Johansson, Eva
    et al.
    University of Stavanger.
    Emilson, Anette
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Rights, caring and gender in Norwegian and Swedish preschool contexts2010Conference paper (Other academic)
    Abstract [en]

    The aim of this study is to investigate how values for rights and caring are communicated inrelation to gender, as expressed in everyday interactions between teachers and children in preschool. In orderto interpret the communication between teachers and children, Habermas’ (1995) concepts of strategicand communicative actions are used; and to understand how ideas about gender manifest themselves inthe communication, we use Davies’ (2003) idea of duality, the bipolarity, between femininity and masculinity.Results will be discussed in terms of patterns for communication according to gender and the actual values.

  • 46.
    Johansson, Eva
    et al.
    University of Stavanger, Norway.
    Emilson, Anette
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Röthle, Monika
    University of Stavanger, Norway.
    Puroila, Anna-Maija
    University of Oulo, Finland.
    Broström, Stig
    Aarhus University, Denmark.
    Einarsdottir, Johanna
    University of Iceland, Iceland.
    Individual and Collective Rights Expressed in Educator and Child Interactions in Nordic Preschools2016In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 48, no 2, p. 209-224Article in journal (Refereed)
    Abstract [en]

    This study focuses on rights and gender in educator and child interactions in Nordic preschools. The research questions are as follows: What kinds of rights are communicated in the interactions and how? What kind of gender patterns can be identified? Rights refer to entitlements related to the early childhood education context, given or claimed by educators or children. The research material consists of 25 video observations of conflicts in educator and child interactions in Nordic preschools. Jürgen Habermas’ concepts of strategic and communicative actions informed the interpretation of the communication of rights, and Bronwyn Davies’s idea of duality between femininity and masculinity informed the analyses of gender. The analyses revealed two kinds of rights: individual and collective rights. The individual rights were connected to the integrity of the person and, alternatively, to the institution. Collective rights were related to shared institutional rights. The governing of the children appeared as benevolent. The study displayed how masculinity was given hegemony in interactions on rights and how adaptation was directed toward girls, which required them to compromise and sometimes waive rights.

  • 47.
    Johansson, Eva Marianne
    et al.
    Universitetet i Stavanger.
    Emilson, Anette
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Values education in Nordic preschools: Basis of education for tomorrow2013Conference paper (Other academic)
  • 48.
    Johansson, Eva
    et al.
    University of Stavanger, Norway.
    Puroila, Anna-Maija
    University of Oulu, Finland.
    Emilson, Anette
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Research Project Overview: Values Education in Nordic Preschools - Basis of Education for Tomorrow2016In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 48, no 2, p. 137-139Article in journal (Refereed)
  • 49.
    Johansson, Eva
    et al.
    University of Stavanger, Norway.
    Puroila, Anna-Maija
    University of Oulu, Finland.
    Emilson, Anette
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Values Education in Nordic Preschools: Theory and Practice2016In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 48, no 2, p. 133-135Article in journal (Refereed)
  • 50.
    Moqvist-Lindberg, Ingeborg
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Emilson, Anette
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Värden och värdepedagogiskt arbete i förskolan2016Report (Other academic)
12 1 - 50 of 53
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • 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