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  • 1.
    Liljestrand, Johan
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Education.
    Hammarberg, Annie
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    The social construction of the competent, self-governed child in documentation: panels in the Swedish preschool2017In: Contemporary Issues in Early Childhood, ISSN 1463-9491, E-ISSN 1463-9491, Vol. 18, no 1, p. 39-54Article in journal (Refereed)
    Abstract [en]

    Documentation has become an important issue for policy, practice and accountability in many national contexts. The documentation of children’s activities is a requirement in the national syllabus for the Swedish preschool. However, the documentation of children is always a social construction that focuses on certain things and excludes (possible) others. Such constructions can be linked to broader discourses of the competent and self-governed child, and the tendency to label the child as autonomous and competent in policy documents. The purpose of this article is to explore how constructions of the competent and self-governed child are performed in documentation panels in Swedish preschools. The theoretical framework is taken from visual methodology combined with an analysis of intertextuality. Three images (pictures and written text) of the preschool are discerned: the child as a good pal; the child as an autonomous investigator; and the child as a public speaker. In all three images, the children are depicted as competent in different respects. The result is discussed by relating the findings to broader discourses emphasising the competent and self-governed child.

  • 2.
    Masoumi, Davoud
    Centre for Teaching, Development and Digital Media, Aarhus University, Denmark .
    Preschool Teachers' use of ICTs: Towards a typology of practice2015In: Contemporary Issues in Early Childhood, ISSN 1463-9491, E-ISSN 1463-9491, Vol. 16, no 1, p. 5-17Article in journal (Refereed)
    Abstract [en]

    This study aimed to identify the ways in which information and communication technologies (ICT) are integrated in three preschools in south-western Sweden. The case study involved observations of and interviews with preschool teachers. The findings support claims that ICT can enhance preschool practices by providing a variety of complementary opportunities to enrich and transform existing curricula. The study shows that in the studied preschools ICTs have been appropriated in distinctive ways: as an object to enrich existing practices; as a cultural mediator; as a way to entertain young children; and as a communication and documentation tool. In addition, by addressing the teachers’ values and attitudes to the role of ICT in early childhood, the paper also unpacks the stances of teachers who consider ICT to be unsuitable for early childhood education. The findings of this study may bring some clarity to the complexities that surround engagement with any innovation in preschool settings, and the adoption of new technologies in particular.

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CiteExportLink to result list
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Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
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