Status og utfordringer i norsk barnehageforskning

Alvestad, Marit; Johansson, Jan‐Erik; Moser, Thomas; Søbstad, Frode

doi:10.7577/nbf.249

Cited by 20 publications

(15 citation statements)

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“…Earlier research overviews, however, have offered individual findings pointing to the importance of such a study. The authors' analyses of previous research overviews indicate that the main group of informants in Norwegian research have been kindergarten teachers, while other staff members, such as assistants, as well as parents and children, have taken part to a lesser extent (Alvestad, Johansson, Moser & Søbstad, 2009;Bjørnestad & Pramling Samuelsson, 2012;Borg, Backe-Hansen & Kristiansen, 2008;Borge, 1995;Gulbrandsen, Johansson & Nilsen, 2002;Hopperstad, Hellem & Kjørholt, 2005). Furthermore, these results correspond with the findings of other Scandinavian research reviews (Bondebjerg, Jessen, Larsen, Schunck & Vestergaard, 2017;Bondebjerg, Jessen, Jusufbegovic & Vestergaard, 2018;Bondebjerg, Jusufbegovic, Qvortrup & Vestergaard, 2019;Højen-Sørensen, Kristiansen, Jørgensen & Wendt, 2016;Larsen et al, 2010;Larsen et al, 2012;Larsen et al, 2013;Nordenbo, 2009;Nordenbo et al, 2009;Nordenbo et al, 2010;Sommersel, Vestergaard & Larsen, 2013;Wendt & Jørgensen, 2015).…”

Section: Research Statusmentioning

confidence: 99%

The selection of informants in kindergarten research in Norway: A critical review

Håberg

Leer-Salvesen

2020

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The institution of the kindergarten serves important functions in western societies. The mandate of kindergarten staff reflects this, encompassing aspects of vital importance for children’s well-being and their learning and development processes. Empirical research is needed to scrutinise how kindergarten staff perform these tasks. Analyses of previous studies (Gulbrandsen, Johansson & Nilsen, 2002; Hopperstad, Hellem & Kjørholt, 2005; Borg, Backe-Hansen & Kristiansen, 2008) indicate that while assistants are the main occupational group in Norwegian kindergartens, they have rarely been engaged as informants in kindergarten research. This article reports results from a literature review that investigated which occupational groups have featured as informants in Norwegian kindergarten research from 2008 to 2017. The searches resulted in 149 hits; kindergarten assistants were included as informants in only 43 hits, and they were never the sole occupational group investigated. In closing, the article discusses the methodological and epistemological implications resulting from the skewed representation of kindergarten staff.

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Section: Research Statusmentioning

confidence: 99%

The selection of informants in kindergarten research in Norway: A critical review

Håberg

Leer-Salvesen

2020

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“…Selv om Norge gjennom Salamanca erklaeringen har vaert forpliktet til inkludering som et pedagogisk prinsipp i over 20 år, konkluderer både Korsvold (2011) og Solli (2017), etter en gjennomgang av forskning på inkludering i barnehage i Norge og Norden, med at det stadig finnes for lite kunnskap om hvordan barn med spesialpedagogiske behov inkluderes og deltar sosialt i barnehagen. Andre forskere etterlyser også studier som omhandler strukturelle betingelser for inkludering i barnehagen (Alvestad, Johansson, Moser & Søbstad, 2009;Nordenbo et al, 2009) Barn som får en autismediagnose er en gruppe barn med spesialpedagogiske behov, som har vansker med språk og kommunikasjon, sosial gjensidighet og atferd (Verdens helseorganisasjon, 2011). Vanskene kan påvirke gjensidigheten og engasjementet i relasjoner med andre barn, og utfordre barnas sosiale deltakelse (Locke, Ishijima, Kasari & London, 2010;Verdens helseorganisasjon, 2011).…”

Section: Bakgrunnunclassified

Mapping inclusion of a child with autism in a mainstream kindergarten: how can we move towards more inclusive practices?

Olsen

Croydon

Olson

et al. 2018

International Journal of Inclusive Education

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“…http://www.stortinget.no/no/Saker-ogpublikasjoner/Vedtak/Beslutninger/ Lovvedtak/2009Lovvedtak/ -2010Lovvedtak/ /vedtak-200910-059/#a1(18.10.2010. A summary of Norwegian research on kindergartens is given in Alvestad et al (2009). Relevant research in connection with the objects clause for the kindergarten can be found in Lindboe (2007), Østrem (2008), and Sødal (2009).…”

Section: Notesmentioning

confidence: 99%

A values base for the Norwegian kindergarten: common ground across cultural affiliations?

Hovdelien

2013

Journal of Moral Education

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One of the major challenges facing modern-day secular states is the issue of social integration. The issue discussed in this article is how it is possible to arrive at unifying values in a multicultural society that is characterised by secularisation and disintegration of the Christian hegemony of former times on the one hand and by the emergence of cultural and religious diversity on the other. The analysis is centred around Norwegian kindergarten, which represent a key institution for communicating values and morals in contemporary Norwegian society. The objects clause states that the kindergarten is based on the fundamental values of Christian and humanistic heritage and traditions, combined with values that are expressed in different religions and philosophies and that are also clearly expressed in the Declaration of Human Rights. I argue that the objects clause can be understood as a form of 'common ground strategy.' This can be seen as a possible unifying values base and a key strategy for future social integration, across cultural affiliations.

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Status og utfordringer i norsk barnehageforskning

Cited by 20 publications

References 0 publications

The selection of informants in kindergarten research in Norway: A critical review

The selection of informants in kindergarten research in Norway: A critical review

Mapping inclusion of a child with autism in a mainstream kindergarten: how can we move towards more inclusive practices?

A values base for the Norwegian kindergarten: common ground across cultural affiliations?

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