1,033
Views
2
CrossRef citations to date
0
Altmetric
Review Article

Being a tour guide or travel companion on the children's knowledge journey

Pages 1928-1943 | Received 23 Feb 2015, Accepted 28 Feb 2015, Published online: 20 Apr 2015

References

  • Åberg, A., & Lenz Taguchi, H. (2005). Lyssnandets pedagogik [A pedagogy of listening]. Stockholm: Liber.
  • Ahlberg, A. (2001). Lärande och delaktighet [Learning and participation]. Lund: Studentlitteratur.
  • Barad, K. M. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, NC: Duke University Press.
  • Baroody, A., Li, X., & Lai, M. (2008). Toddlers’ spontaneous attention to number. Mathematical Thinking and Learning, 10(3), 240–270. doi: 10.1080/10986060802216151
  • Björklund, C. (2007). Hållpunkter för lärande – småbarns möten med matematik [Critical conditions of learning – toddlers encountering mathematics] (Doctoral thesis). Åbo Akademi, Åbo.
  • Björklund, C. (2009). En, två, många – om barns tidiga matematiska tänkande [One, two, many – children's early mathematical thinking]. Stockholm: Liber förlag.
  • Björklund, C. (2012). One step back, two step forward – an educator's experiences from a learning study of basic mathematics in preschool special education. Scandinavian Journal of Educational Research, 56(5), 497–517. doi: 10.1080/00313831.2011.599425
  • Björklund, C. (2013). Matematiklärande för de allra yngsta [Mathematical learning for the very youngest]. In H. Olander (Ed.), Learning study i förskolan [Learning study in preschool] (pp. 93–108). Lund: Studentlitteratur.
  • Cobb, P., & Yackel, E. (1996). Constructivist, emergent and sociocultural perspectives in the context of developmental research. Educational Psychologist, 31(3/4), 175–190. doi: 10.1080/00461520.1996.9653265
  • Corsaro, W. (2004). The sociology of childhood. Thousand Oaks, CA: Sage Publications.
  • Dahlberg, G., & Moss, P. (2005). Ethics and politics in early childhood education. London: RoutledgeFalmer.
  • Deleuze, G., & Guattari, F. (2002). A thousand plateaus: Capitalism and schizophrenia. London: Continuum.
  • Doverborg, E., & Pramling Samuelsson, I. (1999). Förskolebarn i matematikens värld [Preschool children in the world of mathematics]. Stockholm: Liber.
  • Doverborg, E., & Pramling Samuelsson, I. (2009). Grundläggande matematik [Basic mathematics]. In S. Sheridan, I. Pramling Samuelsson, & E. Johansson, (Eds.), Barns tidiga lärande. En tvärsnittsstudie om förskolan som miljö för barns lärande [Children's early learning. A cross-sectional study of preschool as an environment for children's learning]. Göteborg: Acta Universitatis Gothoburgensis.
  • Fenwick, T., & Edwards, R. (2011). Considering materiality in educational policy: Messy objects and multiple reals. Educational Theory, 61(6), 709–726. doi: 10.1111/j.1741-5446.2011.00429.x
  • Fenwick, T., & Landri, P. (2012). Materialities, textures and pedagogies: Socio-material assemblages in education. Pedagogy, Culture and Society, 20(1), 1–7. doi: 10.1080/14681366.2012.649421
  • Franzén, K. (2014a). Under-threes’ mathematical learning. European Early Childhood Education Research Journal. doi:10.1080/1350293X.2014.970855
  • Franzén, K. (2014b). Under-threes’ mathematical learning – the teacher's perspective. Early Years. An International Journal, 34(3), 241–254. doi: 10.1080/09575146.2014.898615
  • Geist, K., & Geist, E. (2008). Do-Re-Mi, 1–2–3: That's how easy math can be – using music to support emergent mathematics. Young Children, 63(2), 20–25.
  • Gelman, R., & Gallistel, R. C. (1978). The child's understanding of number. Cambridge, MA: Harvard University Press.
  • Hildén, E. (2014). Kommunikation mellan de yngsta förskolebarnen i fri lek [Communication between toddlers in preschool during play] (Licentiatuppsats). Karlstads universitet, Karlstad.
  • Holmqvist Olander, M. (2013). Learning study i förskolan [Learning study in preschool]. Lund: Studentlitteratur.
  • Holmqvist Olander, M., Brante, G., & Tullgren, C. (2012). Learning study in preschool. Teachers’ expectations for children's learning and what they actually learn. The International Journal for Lesson and Learning Studies, 1(2), 153–167. doi: 10.1108/20468251211224190
  • Horton, J., & Kraftl, P. (2006). What else? Some more ways of thinking and doing ‘children's geographies’. Children's Geographies, 4(1), 69–95. doi: 10.1080/14733280600577459
  • Hultman, K. (2011). Barn, linjaler och andra aktörer: posthumanistiska perspektiv på subjektskapande och materialitet i förskola/skola [Children, rulers and other actors: Posthumanist perspectives on subjectivity and materiality in pre-school and school] (Doctoral thesis). Stockholms universitet, Stockholm.
  • Hultman, K., & Lenz Taguchi, H. (2010). Challenging anthropocentric analysis of visual data: A relational materialist methodological approach to educational research. International Journal of Qualitative Studies in Education, 23(5), 525–542. doi: 10.1080/09518398.2010.500628
  • Johansson, E. (2005). Möten för lärande [Meetings for learning] (Skolverket. Rapportserie: Forskning i fokus, nr 6. The Swedish National Agency for Education. Reports: Research in focus, No. 6). Stockholm: Liber.
  • Landgren, L., & Svärd, H. (2013). De yngre barnens lärande [Younger children's learning]. In M. Holmqvist Olander (Ed.), Learning study i förskolan [Learning study in preschool] (pp. 79–92). Lund: Studentlitteratur.
  • Le Corre, M., & van de Walle, G. (2006). Re-visiting the competence performance debate in the acquisition of the counting principles. Cognitive Psychology, 52(2), 130–169. doi: 10.1016/j.cogpsych.2005.07.002
  • Le Fevre, J.-A., Fast, L., Skwarchuk, S.-L., Smith-Chant, B. L., Bisanz, J., Kamawar, D., & Penner-Wilger, M. (2010). Pathways to mathematics: Longitudinal predictors of performance. Child Development, 81(6), 1753–1767.
  • Lenz Taguchi, H. (2010). Rethinking pedagogical practices in early childhood education: A multidimensional approach to learning and inclusion. In N. Yelland (Ed.), Contemporary perspectives on early childhood education (pp. 14–32). Maidenhead: Open University Press.
  • Lenz Taguchi, H. (2011). Investigation learning, participation and becoming in early childhood practices with a relational materialist approach. Global Studies of Childhood, 1(1), 36–50. doi: 10.2304/gsch.2011.1.1.36
  • Lökken, G., Haugen, S., & Röthle, M. (2006). Småbarnspedagogik: Fenomenologiska och estetiska förhållningssätt [Early childhood education: Phenomenological and aesthetic approaches]. Stockholm: Liber.
  • Marton, F., & Tsui, A. (2004). Classroom discourse and the space of learning. Mahwah, NJ: Lawrence Erlbaum Associates.
  • McCrink, K., & Wynn, K. (2009). Operational momentum in large-number addition and subtraction by 9 month olds. Journal of Experimental Child Psychology, 103(4), 400–408. doi: 10.1016/j.jecp.2009.01.013
  • Merrell, F. (2003). Sensing corporeally: Toward a posthuman understanding. Toronto: University of Toronto Press.
  • Mix, K. (2002). The construction of number concepts. Cognitive Development, 17(3), 1345–1363. doi: 10.1016/S0885-2014(02)00123-5
  • Mix, K. (2009). How Spencer made number: First uses of the number words. Journal of Experimental Child Psychology, 102(4), 427–444. doi: 10.1016/j.jecp.2008.11.003
  • Osberg, D., & Biesta, G. (2008). The emergent curriculum: Navigating a complex course between unguided learning and planned enculturation. Journal of Curriculum Studies, 40(3), 313–328. doi: 10.1080/00220270701610746
  • Osberg, D., & Biesta, G. (2009). The end/s of education: Complexity and the conundrum of the inclusive educational curriculum. International Journal of Inclusive Education, 14(6), 593–607. doi: 10.1080/13603110802530684
  • Palmer, A. (2010). Att bli matematisk: Matematisk subjektivitet och genus i lärarutbildningen mot de yngre åldrarna [To be mathematical: Mathematical subjectivity and gender in teacher education to the younger age groups] (Doctoral thesis). Stockholm University, Stockholm.
  • Palmer, A. (2011). Hur blir man matematisk? Att skapa nya relationer till matematik och genus i arbetet med yngre barn [How to become mathematical? Creating new relationships with mathematics, and gender in the work with young children]. Stockholm: Liber.
  • Piaget, J. (1959/2002). The language and thought of the child. London: Routledge.
  • Pramling Samuelsson, I., & Mauritzon, U. (1997). Att lära som sexåring: en kunskapsöversikt [Learning at the age of six: A knowledge overview]. Stockholm: Statens skolverk.
  • Pramling Samuelsson, I., & Pramling, N. (2008). Didaktiska studier från förskola och skola [Studies in didactics from preschools and schools]. Malmö: Gleerups.
  • Rautio, P. (2013). Children who carry stones in their pockets: On autotelic material practices in everyday life. Children's Geographies, 11(4), 394–408. doi: 10.1080/14733285.2013.812278
  • Reis, M. (2011). To order, from order to order: Toddlers’ mathematizing. (Doctoral thesis). Göteborg University, Göteborg.
  • Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. Abingdon: Routledge.
  • Sandvik, N., & Johannesen, N. (2009). Små barns delaktighet och inflytande: Några perspektiv [Toddler's participation and influence: Some perspectives]. Stockholm: Liber.
  • Sarama, J., & Clements, D. (2009). Early childhood mathematics education. learning trajectories for young children. New York, NY: Routledge.
  • Sheridan, S., Pramling Samuelsson, I., & Johansson, E. (2009). Barns tidiga lärande: En tvärsnittsstudie om förskolan som miljö för barns lärande [Children's early learning: A cross-sectional study of preschool as environment for children's learning] (Göteborgs studies in Educational sciences 284). Göteborg: Göteborgs University.
  • Skolverket [The Swedish National Agency for Education]. (2010). Läroplan för förskolan, Lpfö 98 (rev. ed.) [Curriculum for preschool Lpfö98]. Stockholm: Skolverket].
  • Sommer, D. (2009). Barndomspsykologi – Utveckling i en förändrad värld [Childhood psychology – development in a changing world]. Stockholm: Liber.
  • Swedish Schools Inspectorate. (2012). 2012:7. Förskola, före skola – Lärande och bärande [Preschool, before school – Learning and bearing].
  • Thuresson, H. (2013). Att läsa bilder med kroppen [To read pictures with the body – a study on preschool children's communication] (Licentiatuppsats). Karlstads universitet, Karlstad.
  • Valentine, G. (1999). A corporeal geography of consumptions. Environment and Planning D, 17(3), 329–351. doi: 10.1068/d170329
  • Vygotsky, L. (1978). Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Yelland, N. (2010). Extended possibilities and practices in early childhood education. In N. Yelland (Ed.), Contemporary perspectives on early childhood education (pp. 3–13). Maidenhead: Open University Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.