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  • 1.
    Bourbour, Maryam
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Masoumi, Davoud
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Practise what you preach: the Interactive Whiteboard in preschool mathematics education2016In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 187, no 11, p. 1819-1832Article in journal (Refereed)
    Abstract [en]

    The Interactive Whiteboard (IWB) is now a common technological artefact in Swedish preschools and schools. This study examines preschool teachers’ thinking behind the embedding of IWB in the early years’ mathematics classroom and how preschool teachers structure their mathematical activities when using IWB. Two complementary empirical studies, that is, interviews and video observations, were conducted with four preschool teachers. The findings demonstrate that (just) having a positive attitude to technological artefacts like IWB is less likely to enrich the learning environment and lead to pedagogical change. This suggests that teachers’ IWB use is mostly informed by their pedagogical knowledge.

  • 2.
    Haglund, Björn
    Department of Education, Communication and Learning, University of Gothenburg, Gothenburg, Sweden.
    Pupil's opportunities to influence activities: a study of everyday practice at a Swedish leisure-time centre2015In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 185, no 10, p. 1556-1558Article in journal (Refereed)
    Abstract [en]

    The focal point of this article is a discussion of pupils' opportunities to make their voices heard and influence the activity in a Swedish leisure-time centre. The study comprises six weeks of ethnographically inspired field work including data from participating observations and walk-and-talk conversations. Two voluntary activities, referred to here as ‘free play' and ‘thematic activity', are discussed. The study shows that free play can be described as an activity where the staff take their point of departure based on the children's perspectives and the enhancement of democratic values and decision-making. The thematic activity can, as with free play, be described as a stimulating activity which is also in line with relevant steering documents. However, staff members’ points of departure are grounded in an adult perspective, a perspective that focuses on affording ‘good' activities. This results in an activity where the pupils’ opportunities to take part in democratic decision-making differ compared to that in free play.

  • 3.
    Valan, Lotha
    et al.
    Department of Nursing, Mid Sweden University, Sundsvall, Sweden; Department of Research and Development, Hälsocentralen Bjästa, Västernorrland County Council, Bjästa, Sweden.
    Karin, Sundin
    Department of Nursing, Umeå University, Örnsköldsvik, Sweden.
    Kristiansen, Lisbeth Porskrog
    Department of Nursing, Mid Sweden University, Sundsvall, Sweden.
    Jong, Mats
    Department of Nursing, Mid Sweden University, Sundsvall, Sweden.
    Child health nurses’ experiences and opinions of parent Internet use2018In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 188, no 12, p. 1738-1749Article in journal (Refereed)
    Abstract [en]

    Background: On the basis of parents’ growing use of the Internet as a resource for health-related information, and the total lack of scientific literature about how nurses in child healthcare experience how their work is affected, further information is needed.

    Purpose: This study describes child health nurses’ (CHN) experiences and opinions of parent Internet use.

    Design and methods: Using a qualitative descriptive approach, CHNs (n = 20) working at Health Centres in northern Sweden were interviewed.

    Results: An overarching theme named ‘Parents’ use of Internet has influenced Nurses’ work’ was identified. The theme comprises three categories; ‘Internet facilitating care, access, and provision’; ‘The Internet complicating the professional role and performance’; and ‘Sensing an imperative for a new role as a CHN.

    Conclusions: These findings add a fresh perspective to understanding the new and transformed professional role of CHNs.

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