Participation in communities in ECEC expressed in child–educator interactions

References

• Alvesson, M., & Sköldberg, K. (2008). Tolkning och reflektion: Vetenskapsfilosofi och kvalitativ metod (2. Uppl. Ed.). Lund: Studentlitteratur.
   Google Scholar
• Bae, B. (2009). Rom for medvirkning?: Om kvaliteter i samspillet mellom førskolelærer og barn. Barn, 27(1), 9–28.
   Google Scholar
• Biesta, G. (2007). Education and the democratic person: Towards a political conception of democratic education. Teachers College Record, 109(3), 740–769.
   Web of Science ®Google Scholar
• Davis, J. (2014). Examining early childhood education through the lens of education for sustainability: Revisioning rights. In J. Davis, & S. E. Elliot (Eds.), Research in early childhood education for sustainability: International perspectives and provocations (pp. 21–37). London: Routledge.
   Google Scholar
• Eide, B. J., Os, E., & Pramling Samuelsson, I. (2012). Små barns medvirkning i samlingsstunder. Nordisk Barnehageforskning, 5(4), 1–21.
   Google Scholar
• Eide, B. J., & Winger, N. (2005). From the children’s point of view: Methodological and ethical challenges. In A. Clark, P. Moss, & A. Kjørholt (Eds.), Beyond listening: Children’s perspectives on early childhood services (pp. 71–90). Bristol: Policy Press.
   Google Scholar
• Emilson, A. (2008). Det önskvärda barnet: Fostran uttryckt i vardagliga kommunikationshandlingar mellan lärare och barn i förskolan. Göteborg: ACTA Universitatis Gothoburgensis.
   Google Scholar
• Emilson, A. (2017). Young children’s educational practice in Swedish preschool in relation to Habermas’ philosophical perspective. In M. E. Murphy (Ed.), Habermas and social research: Between theory and method (pp. 156–171). New York: Routledge.
   Google Scholar
• Emilson, A. (2018). A dual perspective and a communicative approach to values education in preschool. In E. Johansson, A. Emilson, & A.-M. Puroila (Eds.), Values education in early childhood settings: Concepts, approaches and practices (pp. 55–67). London: Springer.
   Google Scholar
• Emilson, A., & Johansson, E. (2013). Participation and gender in circle-time situations in preschool. International Journal of Early Years Education, 21(1), 56–69. doi: 10.1080/09669760.2013.771323
   Google Scholar
• Emilson, A., & Johansson, E. (2018). Values in Nordic early childhood education: Democracy and the child’s perspective. In M. Fleer, & B. van Oers (Eds.), International handbook of early childhood education (pp. 929–954). Dordrecht: Springer.
   Google Scholar
• Farrell, A. (2005). Ethical research with children. London: McGraw-Hill Education (UK).
   Google Scholar
• Habermas, J. (1995). Kommunikativt handlande: Texter och språk, rationalitet och samhälle. Göteborg: Daidalos.
   Google Scholar
• Ife, J. (2009). Human rights from below: Achieving rights through community development. Cambridge: Cambridge University Press.
   Google Scholar
• Johansson, E., Emilson, A., Röthle, M., Puroila, A.-M., Broström, S., & Einarsdóttir, J. (2016). Individual and collective rights expressed in educator and child interactions in Nordic preschools. International Journal of Early Childhood, 48, 1–16. doi: 10.1007/s13158-015-0153-x
   Google Scholar
• Johansson, E., & Puroila, A.-M. (2017). Values education in Nordic preschools: Lived values in educational practices. In K. Karila, E. Johansson, A.-M. Puroila, M. Hännikäinen, & L. Lipponen (Eds.), Pedagogy in ECEC: Nordic challenges and solutions (pp. 16–24). Copenhagen: Nordic Council of Ministers.
   Google Scholar
• Kjørholt, A. (2011). Rethinking young children’s rights for participation in diverse cultural contexts. In M. Kernan & E. E. Singer (Eds.), Peer relationships in early childhood education and care (pp. 38–48). London: Routledge.
   Google Scholar
• Lunn Brownlee, J., Johansson, E., Walker, S., & & Scholes, L. (2017). Teaching for active Citizenship: Moral values and personal epistemology in early years classrooms. London: Routledge.
   Google Scholar
• Melhuus, E. C. (2015). Regulerende eller bevegelige rom-tingene, barna og de ansatte. In K. E. Jansen, J. Kauler, & T. Pålerud (red.) (Eds.), Demokratiske praksiser i barnehagen (pp. 67–85). Bergen: Fagbokforlaget.
   Google Scholar
• Ministry of Education and Research. (2017). Framework plan for the content and tasks of kindergartens. Oslo: Ministry of Education and Research.
   Google Scholar
• Molin, M. (2004). Delaktighet inom handikappområdet–en begreppsanalys. Lund: Studentlitteratur.
   Google Scholar
• Pramling Samuelsson, I., & Sheridan, S. (2003). Delaktighet som värdering och pedagogik. Pedagogisk Forskning i Sverige, 8(1–2), 70–71.
   Google Scholar
• Puroila, A.-M., Estola, E., & Syrjälä, L. (2012). Having, loving, and being: Children’s narrated well-being in Finnish day care centres. Early Child Development and Care, 182(3–4), 345–362. doi: 10.1080/03004430.2011.646726
   Google Scholar
• Ribaeus, K. (2014). Demokratiuppdrag i förskolan (Doctoral dissertation). Fakulteten för humaniora och samhällsvetenskap, Karlstad University, Karlstad.
   Google Scholar
• Ricoeur, P. (1971). The model of the text: Meaningful action considered as a text. Social Research, 38, 529–562.
   Web of Science ®Google Scholar
• Svinth, L. (2013). Pædagogers åbenhed for børnenes perspektiver og børns deltagelsesmuligheder i pædagogisk tilrettelagte aktiviteter. Psyke & Logos, 34(1), 23–24.
   Google Scholar
• Theobald, M., & Kultti, A. (2012). Investigating child participation in the everyday talk of a teacher and children in a preparatory year. Contemporary Issues in Early Childhood, 13(3), 210–225. doi: 10.2304/ciec.2012.13.3.210
   Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.
   Google Scholar
• Zachrisen, B. (2016). The contribution of different patterns of teachers’ interactions to young children’s experiences of democratic values during play. International Journal of Early Childhood, 48(2), 179–192. doi: 10.1007/s13158-016-0166-0
   Google Scholar