One Step Back, Two Steps Forward – An Educator's Experiences From a Learning Study of Basic Mathematics in Preschool Special Education

Björklund, Camilla

doi:10.1080/00313831.2011.599425

Cited by 14 publications

(11 citation statements)

References 24 publications

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“…Björklund process of scrutinising mathematical content in their educational work and developing their own understanding of mathematics as learning object as well as their approach to teaching. Empirical findings from earlier analyses of the same data (Björklund, 2012a(Björklund, , 2012b give credence to the theoretical support for professional development that the design facilitates in generating better ways to conduct teaching. This particular study presented here is based on the work carried out by one teacher working in a toddler group.…”

Section: The Datamentioning

confidence: 54%

“…Conceptual coherence is thus necessary to strive for. Shared attention is also one of the challenges preschool teachers encounter when trying to implement variation theory of learning into pedagogical practice with young children (Björklund, 2012a;Björklund & Pramling Samuelsson, 2012). The younger the children are the more challenging this task becomes, since verbal instructions may not be sufficient to support very young children's developing conceptual understanding.…”

Section: Meaning-making In the Early Yearsmentioning

confidence: 98%

“…One example is the concept of size and the notions 'large' and 'small', which are relative in meaning; that is, their meaning depends on the discerned spatial relation between objects. Even the young child shows competencies in discerning, exploring and generalising different features of phenomena (Björklund, 2007), but a closer analysis of children exploring such concepts shows that this competence may have its limitations (Björklund, 2012a(Björklund, , 2012b, which are relevant to consider in a teaching act.…”

Section: Meaning-making In the Early Yearsmentioning

confidence: 98%

“…Earlier research has highlighted the necessity of demarcating objects to the youngest children, in order for a shared focus to appear (Björklund, 2012a(Björklund, , 2012b. This is in turn crucial if any pedagogical action is planned.…”

Section: Meaning-making In the Early Yearsmentioning

confidence: 98%

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Less is more – mathematical manipulatives in early childhood education

Björklund

2013

Early Child Development and Care

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This article is a discussion drawing on a learning study with a teacher working with one-and two-year-olds. The focal interest is a scrutiny of the use of manipulative objects, emanating from observations of a teacher's and children's use of, and responses to the use of, different objects. The concept of size and the notions 'large' and 'small' are offered as authentic examples and analysed in terms of the variation theory of learning. Main findings are that mathematics learning in early childhood will benefit from a greater attention to how teachers can make use of specific objects for certain pedagogical purposes. Analysis reveals the necessity to pay attention to how the aspects of the learning object can be discerned by the children, given that fewer features offer more learning opportunities. The teacher's role as a guide is, though, considered essential in supporting the children's discerning act through both verbal and visual means.

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Section: The Datamentioning

confidence: 54%

Section: Meaning-making In the Early Yearsmentioning

confidence: 98%

Section: Meaning-making In the Early Yearsmentioning

confidence: 98%

Section: Meaning-making In the Early Yearsmentioning

confidence: 98%

See 2 more Smart Citations

Less is more – mathematical manipulatives in early childhood education

Björklund

2013

Early Child Development and Care

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“…Briefly mentions learning theory as part of ABA Björklund (2012) Variation theory of learning, phenomenography Bygdeson-Larsson Activity theory (Engeström, EPR model), hermeneutics, sociocultural theory and object rel theory (Winnicott) Cameron and Tveit (2011) Lipsky and Habermas Drugli, Clifford, and Larsson (2008) Grounded theory Fisker (2010) Metatheor rel developm perspective, Vygotsky, Sommer Gjermestad Theories about dyadic relations, intersubjectivity and learning, phenomenology and hermeneutics Hagström (2010) A range of diff theories on for example teachers learning, attachment theory, affect theory Hillesøy, Johansson, and Ohna (2014) Sociocultural theory Holst (2008) No obvious theory Holst and Pihlaja (2011) No obvious theory Kristoffersen and Simonsen (2013) Ethnography, sociocultural theory Kristoffersen and Simonsen (2014) Ethnography, sociocultural theory…”

Section: Voicesmentioning

confidence: 99%

Characteristics of Nordic research on special education in preschool: a review with special focus on Swedish conditions

Palla

2018

International Journal of Inclusive Education

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The article identifies and reviews current Nordic research on special education in preschool. The research question was: What characterises Nordic research on special education in preschool between the years 2006 and 2014? The analysis that was applied was configurational and the procedure included a content analysis. The results of the present review indicate that the included studies are characterised by intimacy and depth in relation to preschool practice, with predominantly qualitative data created through interviews and with a variety of theories. Teachers' voices dominate, while special educators, and parents' voices are heard to some degree. Children's voices are rarely heard and then only through video recordings in which the adult interprets the child. ARTICLE HISTORY

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