Preschool teachers' view on learning in preschool in Sweden and Denmark

References

• Bae, B. 2009. Å se barn som subjekter – noen konsekvenser for oppvekstarbeid. [Seeing children as subjects]. In Inspirasjon og kvalitet i praksis – med hjerte for barnehagefeltet, edited by S. Mørreaunet, V. Glaser, O. F. Lillemyr, and K. H. Moen, 18–39. Oslo: Pedagogisk forum.
   Google Scholar
• Bakhtin, M.M. 1981. In The dialogic imagination: Four essays. edited by M. Holquist, 269–327. Austin, TX and London: University of Texas Press.
   Google Scholar
• Bjørg, K., C. Nørgaard, and N. Jensen 2003. Sølvguiden [The Silver guide], København: Socialministeriet.
   Google Scholar
• Björklid, P. 2005. Lärande och fysisk miljö [Learning and physical environment], Stockholm: Myndigheten för skolutveckling.
   Google Scholar
• Bruner, J. 1985. Vygotsky: A historical and conceptual perspective. In Culture, communication and cognition, Vygotskian perspectives, edited by J. Wertsch, 21–34. London: Cambridge University Press.
   Google Scholar
• Broström, S. 2004. Modstand mod læring [Resistance against learning]. Asterisk, 18–19.8
   Google Scholar
• Cohen, L., L. Manion, and K. Morison 2000. Research methods in education, London: RoutledgeFalmer.
   Google Scholar
• Cole, M., and P. Griffin 1984. Current activity for the future: The Zo-ped. In Children's learning in the zone of proximal development, edited by B. Rogoff, and J. V. Wertsch, 45–63. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Dewey, J. 1960. Democracy and education. An introduction to the philosophy of education, New York: MacMillian.
   Google Scholar
• Engeström, Y. 1987. Learning by expanding. An activity-theoretical approach to development research, Helsinki: Orienta-Konsultit.
   Google Scholar
• Hartup, W.W. 1998. Social relationships and their developmental significance. American Psychologist, 44, no. 2: 120–26. doi: 10.1037/0003-066X.44.2.120
   Google Scholar
• Herskind, M., M.N. Jensen, B. Kjær, C. Nørgaard, and A. Windfeldt 2005. Guldguiden [The Gold guide], Copenhagen: Ministry of Social Affairs.
   Google Scholar
• Holzman, L. 1997. Schools for growth: Radical alternatives to current educational models, London: Lawrence Erlbaum.
   Google Scholar
• Humanistic Social Science Research Council (HSFR) 2002. Research ethics principles in humanistic social science research. Available at: http://codex.vr.se/en/texts/HSFR.pdf
   Google Scholar
• Johansson, I., and A. Sandberg 2010. Learning and participation – Two interrelated key-concepts in the preschool. European Early Childhood Education Research Journal, 18, no. 2: 229–42. doi: 10.1080/13502931003784560
   Web of Science ®Google Scholar
• Krejcie, R., and D.W. Morgan 1970. Determining sample size for research activities. Educational and Psychological Measurement, 30, 607–10.
   Web of Science ®Google Scholar
• Lave, J., and E. Wenger 2005. Situated learning, Cambridge: Cambridge University Press.
   Google Scholar
• Leontiev, A.N. 1978. Activity, consciousness, and personality, Englewood Cliffs, NJ: Prentice-Hall.
   Google Scholar
• Ministry of Education and Science 2010. Curriculum for the preschool Lpfö 98 [Läroplan för förskolan, Lpfö 98], Stockholm: Fritzez.
   Google Scholar
• Ministry of Social Affairs 2004. Lov om pædagogiske læreplaner [Act on Curriculum], Copenhagen: Ministry of Social Affairs.
   Google Scholar
• National Agency for Education 2010. Perspektiv på barndom och barns lärande. En kunskapsöversikt om lärande i förskolan och grundskolans tidigare år [Perspectives on childhood and children's learning. A research review on learning in preschool and primary education], Stockholm: Fritzez.
   Google Scholar
• Nørgaard, C., N.E. Jensen, and B. Kjær 2003. Sølvguiden [Silver guide], Copenhagen: Ministry for Social Affairs.
   Google Scholar
• Østrem, S. 2008. Barns subjektivitet og likeverd. Et bidrag til diskusjon om barnehagens pedagogiske innhold og etiske forankring. [Children's subjectivity and equality], Oslo: Teologisk fakultet, Universitetet i Oslo.
   Google Scholar
• Pramling Samuelsson, I., D. Sommer, and K. Hundeide 2011. Barnperspektiv och barnens perspektiv i teori och praktik [Child perspectives and children's perspectives in theory and practice], Stockholm: Liber.
   Google Scholar
• Rogoff, B. 1990. Apprenticeship in thinking, New York: Oxford University Press.
   Google Scholar
• Rogoff, B. 1993. Children's guided participation and participatory appropriation in sociocultural activity. In Development in context. Acting and thinking in specific environments, edited by R. H. Wozniak, and K. V. Fischer, 121–53. NJ and London: Lawrence Erlbaum Associates Publishers.
   Google Scholar
• Sandberg, A., and A. Eriksson 2010. Children's participation in the pre-school – On the conditions of the adults? Pre-school teachers' concepts of children's participation in pre-schools everyday life. Early Child Development and Care, 180, no. 5: 619–31. doi: 10.1080/03004430802181759
   Google Scholar
• Sandberg, A., and E. Ärlemalm-Hagsér 2011. The Swedish national curriculum – Play and learning with the fundamental values in focus. Australiasian Journal of Early Childhood, 36, no. 1: 44–50.
   Web of Science ®Google Scholar
• Sheridan, S., and I. Pramling Samuelsson 2001. Children's conceptions of participation and influence in preschool. A perspective on pedagogical quality. Contemporary Issues in Early Childhood, 2, no. 2: 169–94. doi: 10.2304/ciec.2001.2.2.4
   Google Scholar
• Sheridan, S., P. Williams, A. Sandberg, and T. Vuorinen 2011. Preschool teaching in Sweden – A profession in change. Educational Research, 53, no. 4: 415–37. doi: 10.1080/00131881.2011.625153
   Web of Science ®Google Scholar
• Statens Samfundsvidenskabelige Forskningsråd. [Danish Research Council for the Social Sciences] 2002. Vejledende Retningslinier for Forskningsetik i Samfundsvidenskaberne [Guidelines for research ethics], København: SSF. Available at: http://www.forskraad.dk/publ/ssf-etik.html
   Google Scholar
• Stetsenko, A.P. 1999. Social interaction, cultural tools and the zone of proximal development: In search of a synthesis. In Activity theory and social practice: Cultural-historical approaches, edited by S. Chaiklin, M. Hedegaard, and U. Juul Jensen, 235–53. Aarhus: Aarhus University Press.
   Google Scholar
• Vygotsky, L.S. 1978. Mind in society. The development of higher psychological processes, Cambridge, MA: Harvard University Press.
   Google Scholar
• Wertsch, J.V. 1985. Vygotsky and the social formation of the mind, Cambridge, MA: Harvard University Press.
   Google Scholar
• Wertsch, J.W. 1998. Mind in action, New York: Oxford University Press.
   Google Scholar
• Williams, P. 2001. Barn lär av varandra [Children learn from each other]. (Göteborg Studies in Educational Sciences 189), Göteborg: Acta Universitatis Gothoburgensis.
   Google Scholar