Browsing by Author "Ryberg, Lena"

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Att undervisa förskolebarn - förskollärares strategier
(2014-06-24) Melker, Kristina; Ryberg, Lena; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande
This study gives voice to which strategies preschool teacher’s use they teach preschool children in different performance tasks. The overreaching aim of this study was to find out what teacher give expressions to, verbally and in action, and what educating strategy they use when the purpose is that the children are to learn something specific. The theoretical starting-point of the study is a phenomenography research which aims in finding and systematizing of forms of thought in terms of which people interpret significant aspects of reality. The study has a Sociocultural perspective which means that the structuring occurs through choice of which activities children have access to observe and engage in, as well as through in-person shared endeavours, including conversations, recounting of narratives, and engagement in routines and play. Nine teachers have been involved in this study. They were observed by video camera when they where teaching preschool children in different performance tasks. The teachers were interviewed after every single performance task. The focus was to find out about the teachers intention and what pedagogy/didactic they used in the different sessions. The results presents in six different categories. Every single category follows by different strategies. 1) children’s experience and perspectives 2) children’s initiative, interest and participation 3) adequate literary word or not 4) child’s needs are respected and satisfied and enjoyment of learning 5) non or just a little bit of introduction 6) assessment. The study shows that preschool teachers seems to lack the tools and methods to evaluate their teaching, their teaching tends to lift the children’s perspective where preschool teacher fully follow the children’s intentions.
Fyra barns erfarenheter via interaktion - ett nedslag i tiden
(2014-06-24) Ryberg, Lena; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande
The purpose of my study is to examine how children through interaction are recognized and understood by other children and teachers at the preschool for one hour in the afternoon. This study gives voice to what young children in preschool do after snack. The overall purpose of this study is to find out what young children's experiences will be in preschool through interaction. The purpose of my research is to gain knowledge about how the time and opportunity for interaction exists between children 1;7-2;5 years, and educators as well as other children, and how this interaction appears during afternoon activities in the preschool. My research questions are: 1) What experiences do children get in terms of their development of identity for one hour in the afternoon? 2) How does the interaction that the youngest children are involved in during the afternoon appear? And how long time does every occasion last? The study is based on the interactionist perspective and systems theory. The central concepts for this study are interaction, confidence, interest and experiences. I have followed four children aged 1;7-2;5 years to see what experiences they made through interaction between the hours of 3-4 pm. They were observed by video camera after they had their afternoon snack. My results are presented in a qualitative part and then in a quantitative part. The choice to present the observations in both a qualitative and a quantitative part are because that in the quantitative part I wanted to find patterns in how many times interaction occurred as well as how long it lasted And to make generalizations about what that stands out in my study. The results are presented based on the experiences that the children do in the interaction that I can see when I analyze my video observations. From this I interpret what experiences children do. The results are also presented in frequencies, to see how often the interaction occurred and whether this interaction is based on an interest or shows the child trust. I have gained an insight into how the afternoon is for the youngest children in preschool. These afternoons show that children are included about 22 minutes every hour in some form of interaction. This interaction is sometimes based from the children's interest and sometimes from teachers trying to create interest. The children have also shown an interest in interacting with others based on interests but have not had strategies for how to go about it. The trust was shown both as the children got confirmation in their trust seeking. The trust has proved from both the children feeling confident and that there appears to be trust. The children make both positive and negative experiences in terms of their identity development.
Måltiden i förskolan - barns utrymme i kommunikation och handling
(2019) Ryberg, Lena
In Sweden, approximately 84% of children are enrolled in preschool, which constitutes the first step of the educational system and which embraces children from ages 1–5 years. Most children eat breakfast, lunch and snacks at preschool. In previous research, (Pramling & Ødegaard Eriksen, 2011; Sheridan, Pramling Samuelsson & Johansson, 2009) preschool teachers have described the meal as an activity in which children are given the opportunity to communicate and interact with adults and other children. Despite this approach, research has shown that the meal activities often foster values, for example, eating with cutlery, eating the food served, and sitting right at the tables and peace and peace and quiet can play a prominent role at the table when the children are going to eat (Emilson, 2008; Johansson & Pramling Samuelsson, 2000; Norman, 2003). This study is expected to increase our knowledge regarding children’s perspectives during mealtimes at preschool. The aim of this study is to contribute with knowledge about children's space to act during meals at preschool. The questions at issue are as follows: How are children positioned and how do they position themselves in meal situations? What becomes visible in these situations? The study is theoretically based on a sociocultural perspective, theories from Vygotsky (1978, 1995 and 2010) and Goffman (1983b) and the interaction order. The method of selection was based on the aim of the study—to contribute to the knowledge of children’s space as actors during meals. Data were generated qualitatively through video observations in two Swedish preschool departments. One main finding in the study was that children’s space to become actors during meals was limited and linked to structural conditions, which framed the meal. The structural conditions limited children’s participation and influence. In addition, in conversations, the children positioned themselves in both challenging and playful ways, and these positions were determined based on how the meal was framed. Sometimes, children used either their age, their positions or a pronounced resistance to be heard. This reflects the importance of adults understanding and taking responsibility for how they assign children responsibility and the importance it can then have for the group. In this study, the children tried to create space by breaking rules or by acting in a non-normative manner, such as by either moving a chair, pouring water or not taking food in the way that was expected by the adults. Because a meal is part of a preschool’s practice, where there are no pre-determined discussion topics, the subjects that the children choose to talk about often reflect their own experiences. Children want to own their conversations and thus try to position themselves to do so.