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Publications (10 of 10) Show all publications
Lundström, M. & Beckman, A. (2019). "Do grown-ups even think?": school environment from children's perspective. In: WERA-IRN Conference: Extended Education : Practices, Theories and Activities. Paper presented at WERA-IRN Conference, September 26 – 28, 2019, Stockholm University,Sweden (pp. 40-41). , Article ID Individual Paper Presentations, Session 1 C -Polstjärnan.
Open this publication in new window or tab >>"Do grown-ups even think?": school environment from children's perspective
2019 (English)In: WERA-IRN Conference: Extended Education : Practices, Theories and Activities, 2019, p. 40-41, article id Individual Paper Presentations, Session 1 C -PolstjärnanConference paper, Oral presentation with published abstract (Other academic)
Keywords
Leisure-time centers, environment, wellbeing, children
National Category
Pedagogical Work
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-14851 (URN)
Conference
WERA-IRN Conference, September 26 – 28, 2019, Stockholm University,Sweden
Available from: 2020-01-13 Created: 2020-01-13 Last updated: 2020-01-15Bibliographically approved
Lundström, M. & Granbom, I. (2019). Exempel 2: Kvalitetsarbete i förskola och skola. In: Lena Nilsson & Emma Sorbring (red.) (Ed.), Samverkansforskning: att främja barns och ungas välfärd (pp. 43-50). Stockholm: Liber
Open this publication in new window or tab >>Exempel 2: Kvalitetsarbete i förskola och skola
2019 (Swedish)In: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, p. 43-50Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2019
Keywords
Förskola, Kvalitetsarbete
National Category
Pedagogical Work
Research subject
Child and Youth studies; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-13496 (URN)978-91-47-12700-9 (ISBN)
Available from: 2019-02-07 Created: 2019-02-07 Last updated: 2019-05-02Bibliographically approved
Lundström, M. (2019). Mäta och utforska tid i förskolan. Nämnaren : tidskrift för matematikundervisning (1), 3-7
Open this publication in new window or tab >>Mäta och utforska tid i förskolan
2019 (Swedish)In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 1, p. 3-7Article in journal (Other academic) Published
Abstract [sv]

Att förstå olika aspekter av tid anses svårt för yngre barn. Mätningar innebär att jämföra storheter och att egenskaper hos föremål kan mätas och beräknas. Därför kan mätning av tid upplevas som mer abstrakt än att exempelvis mäta längd eller volym. I artikeln ges exempel på när barn i olika förskolor utmanas att utforska tid i lek och i samtal med andra barn och vuxna.

Keywords
Mätningar, tid, yngre barn
National Category
Pedagogical Work
Research subject
SOCIAL SCIENCE, Educational science; ENGINEERING, Mathematics; Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-14850 (URN)
Available from: 2020-01-13 Created: 2020-01-13 Last updated: 2020-01-15Bibliographically approved
Johansson, E. M., Lundström, M., Nielsen, C. & Hansen Orwehag, M. (2018). Unika individer och kollektivt samspel. In: Kerstin von Brömssen, Signild Risenfors & Lena Sjöberg (Ed.), Samhälle, genus och pedagogik: utbildningsvetenskapligaperspektiv : vänbok till Inga Wernersson (pp. 141-159). Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Unika individer och kollektivt samspel
2018 (Swedish)In: Samhälle, genus och pedagogik: utbildningsvetenskapligaperspektiv : vänbok till Inga Wernersson / [ed] Kerstin von Brömssen, Signild Risenfors & Lena Sjöberg, Trollhättan: Högskolan Väst , 2018, p. 141-159Chapter in book (Other academic)
Abstract [sv]

I detta kapitel diskuterar vi kunskaper och kunskapande i förhållande till individ och grupp. Vilka föreskrifter finns i styrdokumenten? Vi dröjer oss också kvar vid hur läraren, i sin undervisning, kan främja elevernas kunskapande? Hur möter läraren de enskilda eleverna och hur kan läraren utnyttja gruppdynamiken? Och, inte minst viktigt, hur kan läraren skapa trygga grupper där varje elev får lära och utvecklas harmoniskt och där ingen blir utanför och tappar landfästet? Slutligen knyter vi ihop detta genom att belysa undervisningen i lärarutbildningen – hur kan studenterna hitta sina segelleder och ankarplatser i fritidshemmet, skolan och förskolan?

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2018
Keywords
Styrdokument, elever, grupp, lärare
National Category
Didactics
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-13425 (URN)9789188847171 (ISBN)9789188847164 (ISBN)
Available from: 2019-01-17 Created: 2019-01-17 Last updated: 2020-04-06Bibliographically approved
Lundström, M. & Hansen Orwehag, M. (2017). Energibesparing i ord och handling: Installation av energisparsystem och undervisning om elenergi i relation till hållbar utveckling : förskoleanställdas erfarenheter och förskolebarns förståelse.
Open this publication in new window or tab >>Energibesparing i ord och handling: Installation av energisparsystem och undervisning om elenergi i relation till hållbar utveckling : förskoleanställdas erfarenheter och förskolebarns förståelse
2017 (Swedish)Report (Other academic)
Abstract [sv]

Centrum för hållbar utveckling (CHU) på Högskolan Väst har tillsammans med teknikföretaget Raybased finansierat och genomfört detta forskningsprojekt om energibesparing. Syftet med riktade samverkansprojekt är att främja forskning och/eller utveckling i nära samarbete mellanforskare och externa aktörer. I ett samverkansprojekt är det forskaren och den externa verksamheten/aktören som tillsammans formulerar de frågeställningar som ska studeras, och undersökningens upplägg och metod arbetas fram i dialog mellan forskaren och samverkansparten. Avsikten med samverkansprojekt inom CHU på Högskolan Väst är att de ska främja kunskapsutveckling kring hållbarhetsfrågor. Det här forskningsprojektet syftar till att få fördjupad kunskap om brukarnas upplevelser av såväl implementering som användande av ett nytt energisparsystem på en förskola i Trollhättan. Systemet installerades av Raybased och omfattar belysning, värme och ventilation på förskolans samtliga tre avdelningar. I samband med installationen byttes armaturerna ut, och dimrar och rörelsevakter för belysningen installerades i vissa utrymmen. På varje avdelning finns numera också en display(läsplatta) med hjälp av vilken personalen kan reglera belysning, värme och ventilation samt avläsa statistik över energiförbrukningen på de olika avdelningarna. Studien undersöker även om energisparsystemet kan knytas till den pedagogiska verksamhetens innehåll. Det görs i form av en lärstudie (delstudie 2) med fokus på hållbar utveckling där vi prövar om förskolebarn kan utveckla en förståelse för hur vatten kan omvandlas till elenergi.

Publisher
p. 20
Series
Rapport i korthet
Keywords
Förskola; energisparsystem; hållbar utveckling
National Category
Learning Pedagogy
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-11900 (URN)
Available from: 2017-12-11 Created: 2017-12-11 Last updated: 2019-12-05
Granbom, I. & Lundström, M. (2016). Children’s Transitions from Preschool to School. In: NERA 2016, 9-11 march, Helsinki, Finland, 44th congress, 2016: . Paper presented at 44th NERA Congress is ‘Social Justice, Equality and Solidarity in Education?.
Open this publication in new window or tab >>Children’s Transitions from Preschool to School
2016 (English)In: NERA 2016, 9-11 march, Helsinki, Finland, 44th congress, 2016, 2016Conference paper, Published paper (Other academic)
Abstract [en]

This is an ongoing project where one community in Sweden, along with University West, are studying children's transitions between different school types. This school differs from others in the sense that different school types are placed in the same building. One of the aim is to promote cooperation between different school forms. In the first phase, children’s transition from preschool to preschool classes and to school was studied. The project is characterized by an attempt of deepening knowledge. The researches and the professionals have reflected upon children's transitions between preschool and preschool classes and the knowledge is based on current research and the teachers own experiences. The areas treated are routines for transitions, educational and social continuity, and opportunities for children to take part in and the transition between preschool and school. We have collected our data through a case study where one school is participating. The participating school has children from 3 years to 7 years. The investigation was formed as a research circle were some themes were discussed. The discussions were recorded and transcribed by the researchers. Benefits identified in the analysis is for example that most of the participating children know both the school environment and most of the teachers. This does not apply to all children, when some children are coming from other preschools when they start preschool class at age of six. It also emerges that the structure during handovers from preschool to preschool classes vary even if the community has some guidelines for how the information should be submitted. The professionals have different systems for educational documentation in the various school forms and documentation is not used in order to learn more about children’s learning processes. Focus of documentation in preschool is learning processes in which children participate. The information requested from school teachers however, concerns children’s social relations and information about children with special needs rather than knowledge about the learning processes in which children have participated. Even though teachers work in the same school, one conclusion in this study is that there are some discontinuity regarding for example tools for documentation, the process of children's learning, organization of groups and children's social relations. The study shows that children are quite used to participate and move between different groups before they start school. These transitions differ in many ways from the transition to preschool class and school and it is not considered when the teachers are planning the classes.

Keywords
preschool
National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Educational science; Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-10378 (URN)
Conference
44th NERA Congress is ‘Social Justice, Equality and Solidarity in Education?
Available from: 2016-12-22 Created: 2016-12-22 Last updated: 2019-03-15Bibliographically approved
Lundström, M. (2016). Preschool children’s efforts to communicate mathematics. In: NERA 2016, 9-11 march, Helsinki, Finland, 44th congress, 2016: . Paper presented at 44th NERA Congress is ‘Social Justice, Equality and Solidarity in Education?.
Open this publication in new window or tab >>Preschool children’s efforts to communicate mathematics
2016 (English)In: NERA 2016, 9-11 march, Helsinki, Finland, 44th congress, 2016, 2016Conference paper, Published paper (Other academic)
Abstract [en]

The latest curriculum for Swedish preschools (Lfpö98, 2010) stipulates that children should get more stimulation and guidance from teachers in order to increase their competencies and acquire new knowledge through their own activity. Mathematics is one of six domains which have been strengthened in the new curriculum and therefore it is important to investigate more about how children are using and how they are learning mathematics in preschools. The purpose of the present study is to explore and describe preschool children’s use of mathematics in their communication with others. This study is limited to examining situations in which children communicate with other children and adults. Moreover, the aim is to deepen the understanding of how preschool children use mathematics to convey mathematical meanings with other children and adults in preschool. The research questions was: How do children communicate mathematics? In what kind of situations does mathematics occur in their communication? What mathematical content is communicated? The theoretical framework was selected from a sociocultural perspective, which is a collective term for theories which assume that language's original function is communicative and that it is a means of social interaction. From a socio-cultural perspective, language, culture and children's actions are seen as essential elements of childhood development and learning. Prerequisites for this development include children’s participation in creating an interaction with their environment. In order to study preschool children's mathematical communication, this study was based on an ethnographic methodological traditions. 31 children’s mathematical communication was observed under 16 months. The results shows that preschool children are communicating mathematics through: linguistic representations, symbols and signs, linguistic tools and bodily expressions. Children communicate mathematically in situations when they are making comparisons about changes, and when they are trying to give descriptions about the world which surrounds them. It also shows that preschool routines, material support and activities stimulate mathematical communication. When teachers are supportive and engaged in children’s communication their mathematical knowledge can also be developed and deepened.

Keywords
preschool, children
National Category
Learning
Research subject
SOCIAL SCIENCE, Educational science; Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-10381 (URN)
Conference
44th NERA Congress is ‘Social Justice, Equality and Solidarity in Education?
Available from: 2016-12-22 Created: 2016-12-22 Last updated: 2019-03-15Bibliographically approved
Granbom, I. & Lundström, M. (2015). Barns och elevers övergångar mellan olika skolformer. Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Barns och elevers övergångar mellan olika skolformer
2015 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2015. p. 24
Series
Rapport i korthet
Keywords
Skolformer, elever, förskola, övergångar, grundskolan, förskoleklass
National Category
Pedagogical Work
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-11245 (URN)
Projects
Övergången mellan förskola och förskoleklass, samt övriga nivåer inom grundskolan
Available from: 2017-08-01 Created: 2017-08-01 Last updated: 2019-03-15
Lundström, M. (2015). Förskolebarns strävanden att kommunicera matematik. (Doctoral dissertation). Göteborg: Göteborgs universitet. Utbildningsvetenskapliga fakulteten University of Gothenburg, Faculty of Education
Open this publication in new window or tab >>Förskolebarns strävanden att kommunicera matematik
2015 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

The aim of this study is to explore and describe preschool children’s use of mathematics in their communication with others. This study is limited to examining situations in which children communicate with other children and adults. Moreover, the aim is to deepen the understanding of how preschool children use mathematics to convey mathematical meanings with other children and adults in preschool. The research questions is: How do children communicate mathematics? In what kind of situations does mathematics occur in their communication? What mathematical content is communicated? The theoretical framework is selected from a sociocultural perspective, which is a collective term for theories which assume that language's original function is communicative and that it is a means of social interaction. From a socio-cultural perspective, language, culture and children's actions are seen as essential elements of childhood development and learning. Prerequisites for this development include children’s participation in creating an interaction with their environment. In order to study preschool children's mathematical communication, this study is based in ethnographic methodological traditions. The results show that preschool children communicate mathematics through: linguistic expressions, semiotics, linguistic tools and bodily expressions. Children communicate mathematically in situations when: they are making comparisons, when they are comparing changes, and when they are trying to give descriptions about the world which surrounds them. It also shows that preschool routines, material support and activities stimulate mathematical communication. When teachers are supportive and engaged in children’s communication their mathematical knowledge can also be developed and deepened

Place, publisher, year, edition, pages
Göteborg: Göteborgs universitet. Utbildningsvetenskapliga fakulteten University of Gothenburg, Faculty of Education, 2015. p. 252
Series
Gothenburg Studies in Educational Sciences ; 370
Keywords
Mathematics, communication, mathematical representations, semiotics, tools, context, ethnography, sociocultural perspective
National Category
Pedagogical Work
Research subject
SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-7978 (URN)978 91-7346-835-0 (ISBN)978 91-7346-836-7 (ISBN)
Opponent
Supervisors
Available from: 2015-08-24 Created: 2015-08-24 Last updated: 2019-03-15Bibliographically approved
Lundström, M. (2015). Preschool children's efforts to communicate matehmatical. In: NERA 2015 the 43rd Annual Congress of the Nordic Educational Research Association 4-6 March 2015: . Paper presented at NERA 2015 the 43rd Annual Congress of the Nordic Educational Research Association 4-6 March 2015.
Open this publication in new window or tab >>Preschool children's efforts to communicate matehmatical
2015 (English)In: NERA 2015 the 43rd Annual Congress of the Nordic Educational Research Association 4-6 March 2015, 2015Conference paper, Oral presentation only (Other academic)
Keywords
Preschool, children
National Category
Learning
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-9063 (URN)
Conference
NERA 2015 the 43rd Annual Congress of the Nordic Educational Research Association 4-6 March 2015
Available from: 2016-02-10 Created: 2016-02-10 Last updated: 2019-03-15Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4102-2148

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