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  • 1.
    Bergh, Andreas
    et al.
    a School of Humanities, Education and Social Sciences, Örebro University, Örebro, Sweden.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Englund, Tomas
    a School of Humanities, Education and Social Sciences, Örebro University, Örebro, Sweden.
    Local enactment of the Swedish ‘advanced teacher reform’2018In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, p. 1-16Article in journal (Refereed)
    Abstract [en]

    This article focuses on a new form of governing that targets a selected group of teachers. Specifically, it analyses how the Swedish so-called advanced teacher reform is enacted at the local level and discusses its implications for teachers’ professionalism. The methodological approach enables a local analysis in a broader international policy context. Using characteristic elements from curriculum theory to analyse the relationship between different levels and elaborating on the linguistic turn of curriculum theory, three concepts are central in the analysis: enactment, linguistic criteria and professionalism. Empirically, the study draws on material from a two-year application process in a medium-sized municipality. The result demonstrates that the local enactment process is clearly influenced by transnational policy trends and that less allowance is made for teachers’ own experience-based knowledge in the second studied year. The linguistic analysis shows how the applicants using the ‘right concepts’ were selected to become ‘advanced teachers’. As complex and qualitative aspects disappeared from the agenda, this type of governing, with its standardized use of language, may reduce schools’ educational potential. Changes like this raise new questions about how schools can maintain and develop democratic and professional values whilst being exposed to new policy trends.

  • 2. Berginge, S.
    et al.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    På väg mot en homogeniserad förskola? - förskolors presentationer på Internet2008In: Karlstads universitet Pedagogiska Tidskrift (KAPET)Article in journal (Other academic)
  • 3. Berginge, S.
    et al.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    The performative pre-school - presentations on the web2008Conference paper (Refereed)
  • 4. Blossing, U.
    et al.
    Lindvall, K.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Den nya lärarutbildningen: uppföljning av den första terminen2002Report (Other academic)
  • 5.
    Enochsson, Ann-Britt
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Incongruence in Ethical and Methodological Issues in Research Concerning Children's Perspective2003Conference paper (Refereed)
    Abstract [en]

    Abstract

    Experiences from two doctoral dissertations where childrens perspective has been focused have shown that ethical as well as methodological issues have to be highlighted. Interview studies and ethnographical studies often take up the perspective of the researcher or other adults to obtain as valid results as possible. The authors would like to extend the problem to include also what it means to the children in preschool and school to participate in a scientific study, and put focus on ethical aspects which can arise when chil-dren and researchers meet.

  • 6.
    Folke-Fichtelius, Maria
    et al.
    Uppsala universitet.
    Löfdahl Hultman, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    En smygande översättningsprocess: Innebörder av begreppet omsorg i texter om förskolans uppdrag och kvalitetsarbete2016In: Att ta utbildningens komplexitet på allvar: En vänskrift till Eva Forsberg / [ed] Maja Elmgren, Maria Folke-Fichtelius, Stina Hallsén, Henrik Román, Wieland Wermke, Uppsala: Acta Universitatis Upsaliensis, 2016, p. 285-298Chapter in book (Other academic)
  • 7.
    Hildén, Ebba
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. Karlstad University, Faculty of Arts and Education, Department of Education.
    Undervisning i förskolan - i riktning mot förskolefiering2017Conference paper (Refereed)
    Abstract [sv]

    Syfte/mål

    Delstudien ingår i ett större projekt där vi på olika vis synliggör och problematiserar undervisningsbegreppet i förskolan. Syftet med denna delstudie är att undersöka hur förskolechefer tolkar och förstår undervisning och vilka innebörder som framträder.

    Metod

    Det empiriska materialet består av enkäter med öppna svarsalternativ samt fördjupande intervjuer där förskolechefer ombeds resonera kring sin förståelse och användning av begreppet undervisning i förskolan.

    Teoretisk inramning

    Teoretiskt placerar vi studien inom ett läroplansteoretisk ramverk där vi avser att studera hur en statlig intention görs i den lokala kontexten, dvs vad blir det av formuleringar i en myndighetsrapport när formuleringen ska realiseras i förskolans vardagliga praktik.

    Förväntade slutsatser

    Våra preliminära resultat visar på hur förskolecheferna strävar efter att anpassa undervisningsbegreppet till en redan befintlig förskoleverksamhet. I motsats till att skolifiera förskolan så innebär denna strävan att undervisningen förskolefieras vilket i sin tur stärker förskolan som särart.

    Relevans för pedagogiskt arbete

    Genom att belysa förskolechefens resonemang synliggörs delar av de förutsättningar som ramar in förskollärarnas ansvar i den vardagliga praktiken.

  • 8.
    Hjalmarsson, Maria
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Being caring and disciplinary: male primary school teachers on expectations from others2014In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 26, no 3, p. 280-292Article in journal (Refereed)
    Abstract [en]

    The article explores how male primary school teachers view and relate to other people's expectations of them as teachers. The empirical data consists of interviews with seven teachers working in compulsory school grades three to five in a large-sized town in Sweden. The theoretical work on relations among masculinities developed by Connell and the theoretical concept of care discussed by Noddings are used in the analysis work. Results show on one hand that the teachers view themselves as privileged due to their minority position and on the other hand feel considerable pressure from others as well as from themselves to perform a certain kind of masculinity. The teachers' descriptions of their everyday practices show that they sometimes gather in homo-social groups and demonstrate a care orientation by trying to constitute the welfare of the pupils.

  • 9.
    Hjalmarsson, Maria
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Confirming and resisting an underdog position: Leisure-time teachers dealing with a new practice2015In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 23, no 4, p. 434-443Article in journal (Refereed)
    Abstract [en]

    The article focuses on how leisure-time teachers (LtT) in Sweden both confirm and resist the array of new demands related to leisure-time centres (LtC). The data consist of interviews with six LtTs. The results are interpreted as representing different parts of the LtT's professionalism and show that the LtTs through their tellings constructs certain children, problems and solutions as a response to the demands in their work, thereby both confirming and resisting an underdog position. By constructing a manageable child they legitimise their professionalism and vice versa: constructing a child they are not capable of handling underlines their work conditions and offers a response to the discussion of insufficient quality, thereby confirming the low status of LtTs.

  • 10.
    Hjalmarsson, Maria
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Fritidshem som en arena för barndomenskulturella styrning2013In: Barns livsvillkor i mötet med skola och fritidshem / [ed] Michael Jensen & Anders Fjällhed, Lund: Studentlitteratur, 2013, p. 77-88Chapter in book (Refereed)
  • 11.
    Hjalmarsson, Maria
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Omsorg i svenska fritidshem: Fritidspedagogers etiska förmåga och konsekvenser för barn2014In: BARN, ISSN 1404-8965, Vol. 3, p. 91-106Article in journal (Refereed)
    Abstract [sv]

    Den här artikeln syftar till att undersöka hur fritidspedagoger förstår och tolkar omsorgsaspekten i sitt uppdrag och arbete samt vilka konsekvenser detta kan få för de barn som deltar i verksamheten. Det empiriska materialet bygger på intervjuer med och dagboksanteckningar skrivna av fritidspedagoger. Resultaten visar på fritidspedagogers etiska förmåga att arbeta med omsorg. Denna etiska förmåga kan beskrivas som en sammantagen förmåga bestående av kunskaper om omsorgsetiska värden, om förmåga att möta krav på omsorg i verksamheten samt deras etiska förhållningssätt. Resultaten har analyserats utifrån barndomssociologiskt ramverk och visar att fritidshemmet kan förstås som en unik omsorgsarena där barn ges möjligheter att utveckla en egen omsorgskompetens och där barn ges möjligheter, som individer och som grupp, att bli delaktiga i ett hållbart omsorgsklimat där barnens egna omsorgshandlingar ses som viktiga, både här-och-nu och i ett framtida perspektiv.

  • 12.
    Hjalmarsson, Maria
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Warin, Jo
    Lancaster University, UK.
    Gendered aspects of Leisure-time teacher’s care: social and physical dimensions2017In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 8, no 3, p. 232-245Article in journal (Refereed)
    Abstract [en]

    This article aims to gain knowledge on how gender and profession are accounted for and expressed in leisure-time teachers’ (LtTs) work in Sweden, with a specific focus on the caring aspects of the profession. Our results show that LtTs take up various positions in navigating between aspects connected to managerialism and external auditing as well as trust and internal valuation. We argue that the need exists for an expanded understanding of care in order to recognise and reward various gendered actions and activities in teachers’ caring orientation. The article provides knowledge to both researchers and practitioners on gendered nuances of care that by tradition have been connected to women.

  • 13.
    Hjalmarsson, Maria
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Löfdahl Hultman, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Det är inte jag som har tillsatt mig själv på posten: Motstånd och ironi i relationer mellan förstelärare och deras kollegor2016In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 12, no 1, p. 76-94Article in journal (Refereed)
    Abstract [sv]

    2013 infördes en ny reform om karriärvägar för lärare. Genom att tillsätta 17 000 lärare i en ny position, en formellt högre befattning – förstelärare - förväntas reformen förutom att bidra till skolutveckling och förbättrad måluppfyllelse även att höja läraryrkets status. Efter reformens två första år konstateras att förstelärarpositionen domineras av kvinnor. I artikeln belyses de villkor som kvinnor i lärarkarriärer mött och fortfarande möter, villkor som relateras till de positioner som förstelärarna upplever sig ha. Data från intervjuer och enkäter belyser hur första generationens förstelärare själva upplever att lärarkollegor ser på deras nya position och hur de själva hanterar dessa bemötanden. I analysen av data har vi inspirerats av ett teoretiskt ramverk av Wahl, Holgersson och Höök (1998) om hur ironi och motstånd används för att hantera skilda positioner bland kollegor. Resultaten visar framförallt hur förstelärare utsätts för ironiska kommentarer och gliringar från kollegor, men även hur förstelärare gör motstånd och hävdar sin position. 

     

    Begreppet position används i artikeln i två betydelser. Å ena sidan refererar position till den formella befattningen som förstelärarna har fått genom förordnandet. Å andra sidan hänvisar positionsbegreppet till den symboliska plats som förstelärarna försätts och försätter sig själva i genom interaktion med andra i yrkesvardagens praktiker.

  • 14. Hägglund, S.
    et al.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Social representations of belonging in pre-school children's peer cultures2006Conference paper (Refereed)
  • 15.
    Hägglund, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Social representations of belonging in pre school childrens peer-cultures2006Conference paper (Refereed)
  • 16.
    Hägglund, Solveig
    et al.
    Karlstad University, Faculty of Arts and Education, Utbildningsvetenskapliga studier av barn och barndom, UBB.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Social representations of belonging in pre-school children's peer-cultures2011In: Education, professionalization and social representations / [ed] M. Chaib, B. Danermark, S. Selander, New York: Routledge, 2011, p. 171-184Chapter in book (Refereed)
  • 17.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Böök, M-L
    Perälä-Littunen, Satu
    Before- and after-school care in Finland and Sweden: Parents' stories of children's everyday lives between home and school2012Conference paper (Refereed)
  • 18.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pérez Prieto, Hector
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Morality in Parents' Stories of Preschool Choice: Narrating Identity Positions of Good Parenting2013In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 34, no 2, p. 208-224Article in journal (Refereed)
    Abstract [en]

    This article aims to contribute to our understanding of how moral aspects of parents’ choices of preschool play a part in the processes of marketisation and privatisation of childcare in Sweden. The paper explores parents’ narratives of preschool choice as moral claims of parental identities. The analysed data are based on a study of how parents make sense of their preschool choice during life-story interviews. Our results point out good parenting as having to do with making distinctions between what is ‘good and bad’ and ‘right and wrong’ regardless of whether the choices concern preschools or the behaviour of preschool teachers and parents. Culturally available discourses become visible through the making of these distinctions in ways that ultimately point to the subject position of parents as particular choosers as related to a prevailing discourse of parental responsibility.

  • 19.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Regionalt utvecklingscentrum, RUC.
    Negotiating good parenting: Moral concerns in parents' stories of preschool choice2010Conference paper (Refereed)
  • 20.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Promoting professional freedom: Public preschools dealing with the market2009In: Educação, Soeciedade & Culturas, ISSN 0872-7643, no 29, p. 73-87Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to contribute to the discussion of the privatisation and marketisation of childcare in Sweden from the perspective of public preschool teachers. Interviews were conducted with three teachers and their principal. The respondents were asked to elaborate on their experiences of the recent establishment of a nearby private preschool and its possible impact on their own preschool practice. A narrative analysis revealed three key narratives in the data: the market narrative, the narrative of the good public preschool and the narrative of professional freedom. The key narratives made visible a local sense making and re-negotiation of cultural discourses about marketisation, making freedom of choice a prerogative for public preschool teachers instead of for parents. We argue that this may have implications or the teaching profession and teacher identity.

  • 21.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Education, Regionalt utvecklingscentrum, RUC.
    'The key to success is really communication': Public preschools dealing with the market2009Conference paper (Refereed)
  • 22.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Rhöse Martinsson, Eva
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Böök, M-J
    Perälä-Littunen, S
    Blurred boundaries of responsibility: after-school settings in Finland and Sweden2011Conference paper (Refereed)
  • 23.
    Karlsson, Marie
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Perälä-Littunen, Satu
    Department of Education, Jyväskylä University, Jyväskylä.
    Böök, Marja Leena
    Department of Education, Jyväskylä University, Jyväskylä.
    Löfdahl (Hultman), Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Making Sense of After-School CareDilemmas in Mothers' Stories of After-School Care in Finland and Sweden2016In: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 30, no 2, p. 146-158Article in journal (Refereed)
    Abstract [en]

    The study focuses on dilemmas in storied experiences of everyday after-school care arrangements amongSwedish and Finnish mothers. Finland and Sweden, which share a history of strong labour marketattachment among women, arrange institutional after-school care in similar ways. The data consist ofinterviews with three Swedish and six Finnish mothers. A positioning analysis of four stories showshow decisions related to children's after-school hours were allocated among different actors. Two reoccurringdilemmas, Competent-dependent child stories and Unburdened-deficient mother stories, emergedfrom the data analysis as related to prevailing moral discourses on childhood and motherhood.

  • 24. Larsson, J.
    et al.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, H.
    På väg mot...ordning och reda...igen!2007Conference paper (Other (popular science, discussion, etc.))
  • 25.
    Larsson, Joakim
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Calling to Order: PISA and TIMSS as Stepping-stones towards Disciplinary Action2008Conference paper (Refereed)
  • 26.
    Larsson, Joakim
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Rerouting: Discipline, Assessment and Performativity in Contemporary Swedish Educational Discourse2010In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 1, no 3, p. 177-195Article in journal (Refereed)
    Abstract [en]

    As Sweden drew nearer to the 2006 national election, two themes emerged in the educational debate: a concern for order and discipline in schools, and the ambition to raise educational levels of achievement. The objective of this article is to locate these two themes within a broader framework of understanding by: 1) discussing examples of how the reinforcement of disciplinary power in schools was introduced, justified and deployed by right-wing constellations during this time; and 2) to relate these policy changes to both a Foucauldian theory of power and to current discussions on performativity, assessment and governmentality. Considered as attempts to locate students, teachers and schools within networks of performativity, thereby strengthening the image of Sweden as a "performing knowledge nation", we argue that these policy changes have a much closer relationship with the art of "perception management" than with any genuine interest in education for human proficiency.

  • 27.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Att förstå barns gemensamma aktiviteter i förskolan2015In: Att bli förskollärare: mångfacetterad komplexitet / [ed] Ingrid Engdahl & Eva Ärlemalm-Hagsér, Stockholm: Liber, 2015, p. 133-136Chapter in book (Other academic)
  • 28.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Barn, kamratkulturer och agency2005Conference paper (Refereed)
  • 29.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Barn, kamratkulturer och agency: hur begreppen kan förenas i forskning2006In: BIN NordenArticle in journal (Refereed)
  • 30.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Barns meningsskapande i leken2000Conference paper (Refereed)
    Abstract [sv]

    Abstract

    This paper is a discussion about childrens perspectives and meaning making in their own play. How can a diversity of perspectives and theories about play among teachers make it possible, or less possible, for children to create meaning? Questions are raised if teachers theoretical categories and definitions of play are consistent with childrens perspective, and if theoretical grounding inspired of a life-world-approach is compatible with theories about meaning making, fantasy and creativity in a Vygotskian perspective.

  • 31.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Book review: ( Doing Foucault in Early childhood Studies, Glenda McNaughton, 2005)2006In: Early Years 26 (2) 224-225Article, book review (Refereed)
  • 32.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Children's chaotic play2000Conference paper (Refereed)
  • 33.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Children's narratives in play2002In: Early childhood Practice: The Journal for Multi-Professional Partnership, ISSN 1467-4947Article in journal (Refereed)
  • 34.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Children's narratives in play2001Conference paper (Refereed)
  • 35.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Children's social knowledge domains: An integrated perspective on childhood, peer culture and pre-school2005Conference paper (Refereed)
  • 36.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Communication in children's play2002Conference paper (Refereed)
    Abstract [en]

    When we view children as social actors their communication in play must also be viewed as social actions. According to Bakhtin (1986), utterances are part of the communication and can not be independent from the other participants. All participants in childrens play are part of the communication and give some response, either as neglecting, quiet response or verbal response. Thereby the children value actions in play and specific play-discourses direct the content in play. Some actions fit the discourse and others dont

  • 37.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Distance, closeness and the art of balancing - maintaining and developing the preschool teacher profession in relation to parents2013Conference paper (Refereed)
  • 38.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Educational research environment at Karlstad University: focus on children in educational contexts2004Conference paper (Other (popular science, discussion, etc.))
  • 39.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    En lekkamrat så klart!2011In: Förskoletidningen, ISSN 0348-0364, no 2, p. 6-10Article in journal (Other (popular science, discussion, etc.))
  • 40.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Fantasidiskurser och estetiska framföranden i barns lek2007Conference paper (Refereed)
  • 41.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Förskolebarns gemensamma kunskaper om ålder2006Conference paper (Refereed)
  • 42.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Förskolebarns gemensamma lekar: mening och innehåll2004Book (Refereed)
    Abstract [sv]

    Förskolebarns gemensamma mening kommer till uttryck i deras lek. Barn är sociala aktörer som utmanar sin omgivning och prövar nya mönster i leken. Den här boken visar att sammanhang och helheter är viktiga för barnen och att de är medvetna om lekens förutsättningar både materiellt, socialt och emotionellt. Boken hjälper läsaren att förstå hur leken ter sig ur barnets perspektiv och hur vi ska tolka dess mening och innehåll. I lekens kulturella teman reflekterar barnen om livet och de handskas med maktrelationer både i familjen och i samhället. I leken visar barnen att de kan ta ansvar för sin situation genom att skapa lösningar på olika problem. Barnen använder kommunikationen i leken som ett redskap för att utveckla och upprätthålla status och positioner i kamratkulturen

  • 43.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Förskolebarns lek: - en arena för kulturellt och socialt meningsskapande (ISSN 1403-80992002Doctoral thesis, monograph (Other academic)
  • 44.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Förändrade relationer mellan lärare och föräldrar i förskolan: aspekter av en förändrad lärarprofession2014In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 19, no 4/5, p. 246-267Article in journal (Refereed)
  • 45.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    God forskningssed – regelverk och etiska förhållningssätt2014In: Förskollärarensmetod och vetenskapsteori / [ed] Löfdahl, A., Hjalmarsson, M., Franzén, K., Stockholm: Liber, 2014, 1, p. 32-44Chapter in book (Other (popular science, discussion, etc.))
  • 46.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Grounds for values and attitudes: Children's play and peer-cultures in Pre-school2006In: Journal of Early Childhood Research 4 (1) 77-88Article in journal (Refereed)
    Abstract [en]

    Abstract

    This study discusses how children make use of the content in play to get a superior status position in their peer-culture and some implications for values education. Observations of children age 3-6 years were accomplished during their free playtime in pre-school and both field notes and videotape recording were used for data collection.

    Analysis of content in childrens peer-cultures was carried out through Corsaros perspective of interpretive reproduction. The social structure in childrens peer-culture is of great importance and by interpreting communication in play, strategies were found where status positions developed. Results show that pre-school children both make use of and contribute to attitudes and values on inequality and justice.

  • 47.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    I leken ger barn uttryck för en gemensam kunskap2001In: Utbilder, ISSN 1100-1216, Vol. 3-4Article in journal (Other (popular science, discussion, etc.))
  • 48.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Individualization and status positioning: What is going on in pre-school settings?2004Conference paper (Refereed)
    Abstract [en]

    Abstract

    Recently, a national evaluation report points at some possible risks with an increasing individualization in Swedish pre-schools, like failing to pay attention to childrens function in social and pedagogical context. At the same time, previous research has shown that children use the content in play to get a higher position in the peer-group and how children developed specific cultures during a school year, holding mechanism to exclude some peers and to include others. This raised questions about what is going on in pre-school.

    This paper defines and discusses different kinds of individualization processes related to pre-school as: formation of the human being; meritocracy individualization and political individualization.

    The aim of the paper is to test and discuss a theoretical model for analysing and conceptualizing complex events within childrens social knowledge domains with special focus on the individual collective dimension. Analyses of a play sequence were carried out from the perspective of childrens agency and show further what we may call a relational individualization process.

  • 49.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Individualization in pre-school settings2005In: Kapet, Karlstads universitets pedagogiska tidskriftArticle in journal (Other academic)
  • 50.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Kamratkultur2008In: Förskoletidningen, Vol. 33 (3), p. 26-29Article in journal (Other (popular science, discussion, etc.))
123 1 - 50 of 117
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