Ingrid Pramling-Samuelsson

Ingrid Pramling-Samuelsson
University of Gothenburg | GU · Department of education, communication and learning

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44
Publications
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1,340
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Publications

Publications (44)
Chapter
The case for including Early Childhood Care and Education (ECCE) in Education for Sustainable Development (ESD) is made on both moral and on practical grounds, but a definition of ‘Education for Sustainable Development in Early Childhood Care and Education (ESDECCE)’ is offered that emphasises the importance of looking beyond the issue of preschool...
Chapter
This chapter provides a review of the historical accomplishments and the current challenges for Education for Sustainable Development (ESD) in early childhood in the Sweden. Specific references are made to progress being made with regard to environmental education, economic education and education for social equity. The chapter also reports on the...
Article
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The idea of cultural development of a child as introduced by Vygotsky has informed much educational research and theorizing in recent decades. However, in the West it to a large extent tends to be put in the background of the investigation of how teachers or other more experienced participants support children’s development, with the concept of sca...
Article
In a recent keynote speech Paul Standish noted ‘there is agreement in judgments. But how the response to those judgments is realised is always cultural’ (paper presented to PESA Conference, Taiwan, 2012, p. 2). Making judgments about what constitutes ‘crisis’ for children is not necessarily agreed universally, though clearly there are some commonal...
Article
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The aim of this study is to investigate communication between preschool teachers and children in documentation situations. The focus is also on what preschool teachers actually document. The research questions are: What characterizes the communication between teachers and children when these teachers are documenting at the same time? What is the fo...
Article
In this empirical study, we investigate an early childhood education activity in mathematics on the concept of ‘pattern’. The children participating in the study attend an intermediate form of schooling in Sweden called ‘the preschool class for six-year-olds’, intended to facilitate their transition from preschool to school. Following a prolonged a...
Article
From research we know that there is no specific early childhood education programme that is superior to other approaches (National Research Council. 200124. National Research Council. 2001. Eager to Learn: Educating our Preschoolers. Washington: National Academy Press.View all references). At the same time, historically it looks like people think t...
Article
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From different documentation situation the aim of this study is to investigate the focus of the documentation as well as the communication between preschool teachers and children in these situations. The research questions are: What is the focus of the documentation? What characterizes the communication between the teachers and the children when th...
Article
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Inom ramen för denna artikel diskuterar vi såväl den psykosociala som den fysiska miljön i skolan. Vidare argumenterar vi för att skolans miljö är av betydelse för elevernas möjligheter att lära sig, likväl som för deras upplevelser av lärandesituationerna. Särskilt intressant blir då att lyssna till eleverna. Syftet med denna artikel är därför att...
Article
Challenges stemming from childhood sociology for developmental psychology and vice versa are raised. It is argued that a shift now is highly needed from the isolated parallel “redefining the child”-process within the two sciences to an integrative redefinition of childhood, children, and child. Promising future integration of the sociological and p...
Article
In Part II an interpretive approach, as part of a child perspective orientation, is explored in great detail. The whole idea of child perspective implies an interpretive approach to children where the child’s subjectivity is explored without imposing the preset standards and fixed Procedures of normal testing and experimentation. The basic principl...
Article
This book presents a search, a presentation, and a discussion of child perspectives and children’s perspectives that are manifestly or latently occurring in theoretical positions within childhood sociology, selected parts of recent developmental psychology, and pedagogic. The intention is to develop a genuine professional paradigm built on recent c...
Article
The central theoretical ideas in this early childhood pedagogy framework are as follows: (1) What we can do, what we can know, springs from what we can “see”, what we can experience or perceive. (2) More and less powerful ways of acting and knowing originate from more and less powerful ways of “seeing”, perceiving, or experiencing something. (3) Wa...
Article
The empirical studies presented in this chapter all look for children’s expressions and perspectives as far as it is possible for an adult to grasp them. In some respect, children express themselves verbally and in others, bodily, so evidently it all becomes a question of the researcher’s skill in putting herself or himself in the child’s position....
Article
As in childhood sociology a paradigm shift has occurred in developmental psychology. This chapter searches for an eventual child perspective and children’s perspectives within a contextualistic and relational understanding of children. First, it is clarified if a child perspective is present at all in contemporary developmental psychology. Second,...
Article
Developmental pedagogy is an approach to early childhood education based on research, both methodologically as searching for the subjective world of the child, but also as a way to work goal-directed focusing on children’s creation of meaning of different aspects of the world around them. Central features are as follows: to get children to think, r...
Article
Now five core features and professional beliefs that pervade the presentation in Part II will be sketched. The features have been supported by recent research and shall be seen as specific child perspective-oriented, panhuman beliefs about a child’s “nature” and potentials. Guiding the understanding of the caregiver–child as dyad, such professional...
Article
In this section some critical reflections and discussions will be dealt with about some serious problems inherent in the globalization of children’s perspectives emanated in a specific (Scandinavian) culture. We are moving into deep water here and do not think we can solve this matter once and for all. But in highlighting and dealing with some impo...
Article
In this chapter we will see a number of descriptions of work with children in practice, built on developmental pedagogy where the learning object, that is what children’s attention is directed towards will be visible, as well as the act of learning, that is the way we believe children learn. This is where interaction and communication are vital ass...
Article
Early childhood education culture with child-centredness (child perspectives) differs from the school culture, which by tradition is characterized by being mainly adult-centredness. This has deep roots from the Froebel tradition with the aim to foster freely thinking human beings, by adopting the pedagogy to children’s world of experience from fami...
Article
In the book Nordic Childhoods and Early Education, Kristjansson (2006) makes an analysis of the Scandinavian welfare systems. His basic assumption is that the present is born in the past, which is why it is important to consider the historical roots of the Nordic countries’ welfare systems to be able to understand what child perspectives and childr...
Article
Selected childhood sociologies are scrutinized for their basic understandings of childhood, children, and child. These questions will be answered: Are child perspectives apparent? If yes: How are children conceptualized in ways that enhance adult’s recognition and awareness of children’s perceptions and life-experiences? Do children’s own experienc...
Article
In this article, the theoretical framework of developmental pedagogy is presented as a tool in studying and developing children’s knowing within the arts. The domains of art focused on are music, poetry and dance/aesthetic movement. Through empirical examples from a large‐scale research project, we illustrate the tools of developmental pedagogy and...
Book
This book provides the first ever cultural-historical study of the play of children from birth to 2 years of age in their early childhood education and care settings across 7 countries. Researchers from New Zealand, Australia, Chile, Hong Kong China, Japan, Sweden and USA present their investigations of the play activities of infants and toddlers i...
Article
Full-text available
From children's own perspective, play and learning are not always separate in practices during early years. The purpose of this article is, first, to scrutinise the background and character of early years education in terms of play and learning. Second, to elaborate the findings of several years of research about children's learning in preschool re...
Article
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A series of cases are presented from field-work in extreme situations illustrating how this analytic model can be used as an interpretive device for exploring the processes involved in sensitive human care, or opposite, in abuse and neglect of children. Finally the conditions facilitating empathic care are summarized and related to the newly emergi...
Article
Full-text available
The aim of this study was to investigate, identify and describe different ways that female and male preschool teachers conceive, understand and experience play. The research questions addressed are: What perspectives do female and male preschool teachers have on play? Are there differences in play experiences related to gender? The interview study...
Article
Full-text available
The process of learning for young children is primarily a question of learning in the present and being able to utilize that which is learned in totally new settings or situations in the future. In this article we will illustrate how learning is a question of developing an understanding of, or creating ways of experiencing, aspects or phenomena of...
Article
One important implication of the UN Convention on the Rights of the Child is that every child should be part of democratic society. In the present empirical study, students' (aged 12–14, 16–18) conceptions of democracy in two Swedish and two Lithuanian schools are compared. Comparisons on age and gender are also examined. The analysis shows certain...
Article
Authored by individuals from five Nordic countries, this book focuses on questions about the child's right to live in and learn about an ecologically sustainable world. The first five chapters are theoretical in character, while the final six chapters are derived from work done by early childhood teachers together with children. The goal of the boo...
Article
Full-text available
An approach based on relating to children's lived experiences in order to change their understanding of particular aspects of the world around them is illustrated. In the example presented, the approach was used in two preschool groups learning about “the shop” and was compared to two groups with traditional teaching of the same theme. In total, 70...
Chapter
For adults, knowledge and learning are two concepts which are closely related. But what about young children? What are their views of acquiring knowledge? The child’s conception of learning has been described earlier by Pramling (1983a) in terms of its two related aspects: what we learn and how we learn. Concerning the first aspect — the what of le...
Article
The paper reports some results of a longitudinal interview investigation on the general and specific effects of higher education on the way some central phenomena are conceptualised by students of medicine, business administration and engineering.There is evidence that different types of professional education nourish different conceptions about wh...

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