Læringskulturer i barnehagekontekst - faglige og metodiske perspektiver

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1 Læringskulturer i barnehagekontekst - faglige og metodiske perspektiver Emnekode: DSP215_1, Vekting: 5 studiepoeng Tilbys av: Det humanistiske fakultet, Institutt for barnehagelærerutdanning Semester undervisningsstart og varighet: Høst, 1 semester Undervisningsspråk: Norsk Fagpersoner - Rudy Garred (Faglærer) - Eva Marianne Johansson (Emneansvarlig) - Barbara Maria Sageidet (Faglærer) - Marit Alvestad (Faglærer) Introduksjon Introduksjon: Kurset er knyttet til Barnehagevitenskap som er et tverrfaglig vitenskapelig forskningsområde. Innholdet i kurset er konsentrert om utvikling av kunnskap om barn og barndom i relasjon til ulike samfunnsinstitusjoner og arenaer. Det legges særlig vekt på flerdisiplinær forskning og systematisert erfaring innen barnehagefeltet, sett ut fra aktører i barnehagen, samt et samfunns- og utdanningsperspektiv. I kurset vil det bli arbeidet med overordnede problemstillinger som er relevante for barns læring, utvikling og oppvekstvilkår, sett i relasjon til sosialisering, identitet, kultur og natur. Læringsutbytte Kunnskaper Etter fullført kurs skal studentene kjenne til barnehagevitenskaplig forskning innen følgende områder: - intersubjektive prosesser; verdier og kommunikativ kompetanse - læringsprosesser - fler- og tverrfaglige perspektiver - læring i naturfaglige og estetiske perspektiver - læring i læreplanperspektiv Ferdigheter Etter fullført kurs skal studentene kunne kritisk vurdere ulike metodologiske tilnærmingsmåter og perspektiver i studier om læring i barnehagekontekst. side 1

2 DSP215_1 - Læringskulturer i barnehagekontekst - faglige og metodiske perspektiver Generell kompetanse Etter fullført kurs skal studentene kunne gjøre rede for og reflektere over forskningsetiske spørsmål angående forskning som involverer barn. Innhold Emnet består av fire hovedområder: (1) verdier og kommunikasjon, (2) estetiske læreprosesser (3) læring for bærekraftighet (4) policy- og læreplaner. Hovedintensjonen er å utfordre kandidatene og gi dem mulighet til å utvikle dybdekunnskap om sider ved aktuell forskning om læring i barnehagekontekst. Kandidatene skal kritisk granske rammer, forskning og praksis. Sentralt står problematiseringer og kritiske refleksjoner over ulike tilnærminger til læringskulturer i barnehagekontekst. Aktuelle framtidige forskningsoppgaver vil bli diskuterte. Arbeidsformer Kurset går over fire dager; to pluss to sammenhengende seminardager. I perioden mellom disse samlingene legges det opp til individuelt arbeid. Det blir varierte arbeidsformer: introduksjoner/forelesninger til de fire hovedområdene, seminarer, litteraturstudier og presentasjoner av egne refleksjonsnotat. Forkunnskapskrav Forkunnskaper og anbefalte kunnskaper: Mastergrad i barnehagevitenskap, (spesial-)pedagogikk eller tilsvarende. Eksamen/vurdering Læringskulturer i barnehagekontekst - faglige og metodiske perspektiver Vekt Varighet Karakter Hjelpemidler 1/1 Bestått - Ikke bestått Vurderingsform Paper (1/1): Paperet skal ha et omfang på 10 A-4 sider / 4000 ord (+/- 10 %) med 12 pkt. Times Roman og linjeavstand 1,5. Vurderingsordningen er godkjent/ikke godkjent. Kurset gir 5 studiepoeng forutsatt innlevering og godkjenning av paper. Vilkår for å gå opp til eksamen/vurdering side 2

3 Det forventes aktiv deltakelse i seminarene. Åpen for Åpent for studenter med studierett på ph.d.-nivå. Emneevaluering Deltakerne vil involveres i en felles evalueringssamtale etter kursets første del (to dager), og vil levere inn et spørreskjema ved avslutningen (etter fire dager) av kurset. Litteratur Litteraturliste: (ca. 600 sider). Litteraturen vil bli gjort tilgjengelig i et kompendium. Adamson, E., & Brenan, D. (2014). Social investment or Private profit? Diverging Notions of `Investment in Early Childhood Education and care. In F. Press, & L. Mitchell (Eds.). Special issue: National Policies in a Globalised World 2. International Journal of Early childhood, 46(1), Alvestad, M. (2004). Preschool teachers understandings of some aspects of educational planning and practice related to the National Curricula in Norway. International Journal of Early Years Education, 12(2), Alvestad, M. (2011). You can learn something every day! Children Talk About Learning in Kindergarten -Traces of Learning Cultures. International Journal of Early Childhood, vol 43(3), Alvestad, M. (2012). Førskolelærere om læring i barnehagen spor av læringskulturer. T. Vist & M. Alvestad (red). Læringskulturer i barnehagen. Faglige forskningsperspektiver. Oslo: Cappelen Damm Akademisk (67-89). Barratt, R., Barratt-Hacking, E., & Black, P. (in press). Innovative approaches to early childhood education for sustainability in England: Case studies from the field. In J. Davies, J. & S Eliot (Eds.) Research in Early Childhood Education for Sustainability International perspectives and provocations (pp ). Routledge, Taylor and Frances group. Berthelsen, D. (2009). Participatory learning: Issues for research and practice. In D. Berthelsen, J. Brownlee & E. Johansson (Eds.), Participatory Learning and the Early Years. Research and pedagogy (1-11), New York and London: Routledge, Taylor & Frances Group. Biesta, G. (2009). Good education in an age of measurement: on the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21, Biesta, G. (2011). From learning Cultures to Educational Cultures: Values and Judgements in Educational Research and Educational Improvement. International Journal of Early Childhood, 43(3), Broström, S. (2012). Curriculum in preschool. Adjustment or a possible liberation? Nordisk side 3

4 DSP215_1 - Læringskulturer i barnehagekontekst - faglige og metodiske perspektiver barnehageforskning 11 (5), Corsaro, W. (2009). Peer Culture. I J. Qvortrup, W. Corsaro & M-S Hong (Red.), The Palgrave handbook of childhood studies ( ). New York: Palgrave Macmillan. Degotardi, S. (2011). Two Steps back: Exploring Identity and presence while observing infants in the nursery. In E. Johansson, & J. White, (Eds.), Educational research with our youngest: Voices of infants and toddlers (15-35). Springer Scienc+Buisness media. Emilson A., & Johansson, E. (in press). Values in Nordic early childhood education democracy and the child s perspective. In Marilyn Fleer & Bert van Oers (Eds) International Handbook on Early Childhood Education and Development Dordrecht, the Netherlands Springer Scienc+Buisness media.(17) Engdahl, I,. & Ärlemalm-Hagsér (2014). Education for sustainability in Swedish preschools: Stepping forward or out-of-step? In J. Davies, J. & S Eliot (Eds.) Research in Early Childhood Education for Sustainability International perspectives and provocations (pp ). Routledge, Taylor and Frances group. Fleer. M. (2011). Kindergartens in Cognitive Times: Imaginationas a Dialectical Relation Between Play and Learning. International Journal of Early Childhood, 43(3), Forman, A., & Nuttall J. (2014). Tensions between Discourses of Development, Religion and Human capital in Early childhood Education Policy texts: The case of Indonesia. In F. Press, & L. Mitchell (Eds. Special issue: National Policies in a Globalised World 2. International Journal of Early childhood, 46(1), Freeman, M. (2009). Children s rights as Human Rights: Reading the UNRC. In J. Qvortrup, W. Corsaro & M-S Hong (Eds.), The Palgrave handbook of childhood studies, ( ). New York: Palgrave Macmillan. Garred, R. (2009). Eksistensielle dimensjoner i musikkterapi: Utkast til et begrepskart, Musikkterapi,1, Garred, R. (2008). "Et dialogisk perspektiv på musikk som terapi". I G. Trondalen & Even, R. (Red.), Perspektiver på musikk og helse: 30 år med norsk musikkterapi, (s ). Skriftserie fra Senter for musikk og helse, Norges musikkhøgskole, Oslo Hatch, J.A., & Barclay-McLaughlin, G. (2007). Qualitative research: Paradigms and Possibilities. In B. Spodek & O. Saracho (Eds.). Handbook of Research on the Education of Young Children, ( ). Mahwah, New Jersey, London: Lawrence Erlbaum Associates. Hägglund, S. & Johansson, E. (2014). Belonging, value conflicts and children s rights in learning for sustainability in early childhood In J. Davies, J. & S Eliot (Eds.) in Early Childhood Education for Sustainability International perspectives and provocations. Routledge, Taylor and Frances group (14 s). Johansson, E. (2006). Children s morality Perspectives and Research. In B. Spodek & O. Saracho (Red.), Handbook of Research on the Education of Young Children. (55-83). Mahwah, New Jersey, London: Lawrence Erlbaum Associates. side 4

5 Johansson, E. (2011). Investigating morality in toddler s worlds. In E. Johansson, & J. White, (Eds.), Educational research with our youngest: Voices of infants and toddlers (pp ). Springer Scienc+Buisness media. Johansson, E., Fugelsnes, K., Mørkeseth, Ianke, E., Röthle, M., Tofteland, B., & Zachrisen, B. (2014). Verdier i barnehagen Mellom ideal og realiteter. Rapport nr. 43. Stavanger: Universitetet i Stavanger. (30) Knudsen, J.S. (2008). Children's improvised vocalisations learning, communication and technology of the self. Contemporary Issues in Early Childhood, 9(4), Miller, M. G. (2014) Intercultural dialogues in early childhood education for sustainability: Embedding Indigenous perspectives. In J. Davies, J. & S Eliot (Eds.) Research in Early Childhood Education for Sustainability International perspectives and provocations (pp63-78). Routledge, Taylor and Frances group. Neuman, M. J., Connell, C., & Klholowa, F. (2014). In F. Press, & L. Mitchell (Eds.): Special issue: National Policies in a Globalised World 2. International Journal of Early childhood, 46(1), Pardo, M., & Woodrow, C. (2014). Improving the quality of Early Childhood Education in Chile: Tensions Between Public Policy and Teacher Discourses Over the Schoolarisation of Early Childhood Education. In F. Press, & L. Mitchell (Eds.): Special issue: National Policies in a Globalised World 2. International Journal of Early childhood, 46(1), Penn, H. (2009). International Perspectives on Participatory Learning: Young children's Perspectives across Rich and Poor countries. In D. Berthelsen, J. Brownlee & E. Johansson, (Eds.), Participatory Learning and the Early Years. Research and Pedagogy (pp.12-25). New York and London: Routledge, Taylor & Frances Group. Petrogiannis, K. (2010). Early Childhood Care and Education in Greece: Some Facts on Research and Policy. In J-E. Johansson, (Ed). Special issue: Research on children under three-reports from 7 countries. International Journal of Early childhood, 42(2), Philipps, L. G. (2014). I want to do real things: Explorations of children s active community participation. In J. Davies, J. & S Eliot (Eds.) Research in Early Childhood Education for Sustainability International perspectives and provocations (pp ). Routledge, Taylor and Frances group Pramling Samuelsson, I., Asplund Carlsson, M., Olsson, B., Pramling, N., & Wallerstedt, C. (2009). The art of teaching children the arts: Music, dance, and poetry with children 2-8-years old. International Journal of Early Years Education, 17(2), Rayna, S. (2010). Research and ECEC for Children Under Three in France: A Brief Review. J-E. Johansson, (Ed). Special issue: Research on children under three-reports from 7 countries. International Journal of Early childhood, 42(2), Sageidet, B.M. (2011). Inquiry utforskende naturfagaktiviteter i barnehagen. I T. Vist og M. Alvestad: Læringskulturer i barnehagen. Oslo: Cappelen Damm Akademisk forlag. Sageidet, B.M. (2014). Norwegian perspectives on ECEFS. In J. Davies, J. & S Eliot (Eds.) Research in Early Childhood Education for Sustainability International perspectives and provocations (pp ). Routledge, Taylor and Frances group side 5

6 DSP215_1 - Læringskulturer i barnehagekontekst - faglige og metodiske perspektiver Siraj-Blatchford, I. (2007). Creativity, Communication and Collaboration: The identification of Pedagogic Progression in Sustained Shared Thinking. Asisa pacific Journal of Research in early childhood education, 1(2), Vist, T. (2008). Musikken som medierende redskap. I F. V., Nielsen, S. G., Nielsen, & S.-E. Holgersen (Red), Nordisk musikkpedagogisk forskning. Årbok Oslo: NMH-publikasjoner 2008: Vist, T. (2011). Music Experience in Early Childhood Potential for Emotion Knowledge? International Journal of Early Childhood, 43(3), White, J. E. (2011). Seeing the toddler: Voices or Voicesless. In E. Johansson, & J. White, (Eds.), Educational research with our youngest: Voices of infants and toddlers (pp.63-86). Springer Scienc+Buisness media. Annen relevant litteratur: Alvestad, M., & Berge, A. (2009). Svenske førskolelærere om sider ved læring i planlegging og praksis sett i relasjon til den nasjonale læreplanen. Nordisk Barnehageforskning, vol 2, nr.2, Bae, B. (2009). Children s right to participate challenges in everyday interactions. European Early Childhood Research Journal, 17(3), Ball, D.L., Thames. M.H., & Phelps, G. (2008) Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), Hodkinson, P., Biesta, G., & James, D. (2009). Understanding learning cultures. Educational review, 59(4), Corsaro, W., & Johannesen, B. (2007). The creation of new cultures in peer interaction. I J. Valsiner & A. Rosa (Red.), The Cambridge handbook of Social Psychology ( ). Cambridge: Cambridge University Press. Denham, S. (2007). The emotional bases of learning and development in early childhood education. I B. Spodek & O. Saracho (Red.), Handbook of Research on the Education of Young Children. (85-104). Mahwah, New Jersey, London: Lawrence Erlbaum Associates. Greve, A. (2009). Friendships and participation among young children in a Norwegian kindergarten. I D. Berthelsen, J. Brownlee, & E. Johansson (Red.), Participatory Learning and the Early Years. Research and pedagogy (78-92), New York and London Routledge, Taylor & Frances Group. Grieshaber, S., & Ryan, S. (2007). Beyond certainties: Postmodern perspectives. Research and the education of young children. I B. Spodek & O. Saracho (Red.), Handbook of Research on the Education of Young Children. (s ). Mahwah, New Jersey, London: Lawrence Erlbaum Associates. Halldén, G. (2007) (Red.), Den moderna barndomen och barns vardagsliv. Stockholm: Carlssons förlag. side 6

7 Johansson, E. (2007). Empathy or intersubjectivity? Understanding the origins of morality in young children. Studies in Philosophy and Education. An International Quarterly. ISSN (print) 1573 (online). Johansson E. (2008). Doing the right thing. Different life-worlds and similar values in toddler interactions. I D. Berthelsen, J. Brownlee, & E. Johansson (Red.), Participatory Learning and the Early Years. Research and pedagogy (pp ), New York and London Routledge, Taylor & Frances Group. Kjørholt, A. T. (2005). The competent child and the right to be oneself: Reflections on children as fellow citizen in an early childhood centre. In A. Clark, A. T. Kjørholt & P. Moss (Eds.), Beyond listening: Children's perspectives on early childhood services (pp ). Bristol: Policy Press. Lie, J. B., & E. Ski (1995): Hør på meg a: Om musikk-estetiske væremåter hos førskolebarn. Oslo: Universitetsforlaget. (valgte kapitel) Lohmander, Karlson, M., Vandenbroeck, M., Pirard, F. Peeters, J., & Alvestad, M. (2009). New Developments: New Developments in Belgian childcare policy and practice. Early Childhood edcuation and care policy in Norway. European Early Childhood Education Research Journal Vol 1, no 3, Pramling, N., & Wallerstedt, C. (2009) Making musical sense: the multimodal nature of clarifying musical listening. Music Education Research 11(2), Pramling Samuelsson, I., & Fleer, M. (2008) (Red.), Play and learning in early childhood settings: International perspectives. Milton Keynes: Springer. Pramling, N., & Pramling Samuelsson, I. (2008). Identifying and solving problems: Making sense of basic mathematics through storytelling in the preschool class. International Journal of Early Childhood, 40(1). Siraj-Blatchford, I., & Manni, L. (2008) `Would you like to tidy up now? Analysis of adult questioning in the English Foundation Stage. Early Years 28(1), Siraj-Blatchford, I., Taggart, B., Sylva, K., Sammons, P., & Melhuish, E. (2008). Towards the transformation of practice in early childhood education: the effective provision of pre-school education (EPPE) project. Cambridge Journal of Education, 38(1), Spodek, B., & Clark Brown, P. (1993). Curriculum Alternatives in Early Childhood Education: A Historical Persective. I B. Spodek (Red.), Handbook of Research on the Education of Young Children. (91-104). Mahwah, New Jersey, London: Lawrence Erlbaum Associates. Thronton, C.D., & Goldstein (2007). Feminist issues in Early Childhood Scholarship. I B. Spodek & O. Saracho (Red.), Handbook of Research on the Education of Young Children ( ). Mahwah, New Jersey, London: Lawrence Erlbaum Associates. side 7