The purpose of this study was to apply and explore, in the context of an Icelandic preschool, the methods developed by the New Zealand Te Whaariki curriculum to assess children's well-being and learning dispositions. This article describes the process of piloting learning stories as a research method, where researchers and preschool teachers cooperate in generating data. Data were generated by means of interviews, observations and documentation, following a research process in which learning stories were documented, reflected upon and analysed by the researchers and teachers, where possible in cooperation with the four-to five-yearold children. The learning stories were constructed and analysed using the five domains of learning dispositions identified in the Te Whaariki curriculum. The study asks how a collaborative approach to assessing children's well-being and learning dispositions could be used in preschools both for professional learning and for research purposes. The findings show children as skilful communicators who are capable of finding solutions and reacting to various situations arising from the social context of the preschool. The study demonstrates that documenting children's learning stories enables researchers to focus on children's strengths and capabilities, and adds to preschool teachers' knowledge of individual children and groups. IntroductionThis article describes a pilot study that aimed to develop methods of data generation and analysis as a preparation for further studies. The purpose was to develop an assessment method that would enable both researchers and practitioners to identify young children's learning processes, well-being and learning dispositions within the sociocultural context of an Icelandic preschool. The preschool operates according to the Icelandic National Curriculum, but has an additional emphasis on promoting children's social and emotional competence. Children's learning stories were documented and reflected upon over a three-month period by a research team consisting of two researchers and two preschool teachers, and in collaboration with the children.The research questions for this pilot project were:

ObjectiveDue to a tender process in Iceland, all patients on Humira® were switched nationwide to its biosimilar Imraldi® in March 2019. The study aimed to explore the patient's perspective of the Humira® and Imraldi® injection devices.MethodsA standard telephone interview was carried out among patients with inflammatory arthritis, inflammatory bowel disease and psoriasis, who underwent this nationwide switching program a few months earlier.ResultsThe response rate was 84.5% (n = 198). The average age was 50.8 years, and 53.5% were female. The patients self-administered the drugs in 96% of the cases. The majority (90.5%) stated that they received individualized instruction on using the Humira® pen, compared to 18.2% who accepted instruction in the case of the Imraldi® pen. Almost half (46.6%) of the patients found it more difficult to use the Imraldi® pen than the Humira® pen, while only 12.5% found the Imraldi® pen easier to use. Firstly, these differences were due to more painful insertion of the needle (62.2%) and secondly, due to the experience, the injection process was different (63.0%).ConclusionPatients with inflammatory disorders who have been treated regularly with adalimumab preferred the Humira® injection device over the Imraldi® device, according to our results. After all, these injection devices' structure and content are not the same, although both contain the same active ingredient, i.e. adalimumab. Our results highlight the importance of thorough information, not only with an information letter but also with the possibilities for individualized introduction in planning switching to biosimilars.

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The aim of this article is to explore democracy and agency for children with diverse backgrounds in Icelandic early childhood education and care. In the last decade, Icelandic society has become more multicultural, as reflected in the increasing number of children in preschools with a home language other than Icelandic. Hence, this article also aims to promote a discussion of how Nordic traditions can be reflected in preschool practice, especially in relation to multicultural education. The ideas, theories and methods when multicultural education is planned seek support from similar concepts, such as democracy, power relations, social justice and children’s agency. The learning stories of two boys with a cultural background other than Icelandic were documented in accordance with the New Zealand curriculum, Te Whāriki, illustrating the boys’ communication and power relations in their preschools by foregrounding their competencies. The study supports other research showing that immigrant children struggle as they participate in play and are sometimes on the verge of being marginalized in their preschool group. The findings reveal that, in the boys’ learning stories, their competence appeared clearly – they were seen to develop their participation and sometimes their agency emerged. The power relations in their groups were not in their favour; they were marginalized in the group of children. These results suggest that, in line with Nordic policy, preschool teachers might work against the marginalization of children from multicultural backgrounds by building on children’s competencies, listening to them, and relying on their ways to interact and find solutions.