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  • 1.
    Forsberg Ahlcrona, Mirella
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Kreativitet i förskolan2016Book (Other academic)
  • 2.
    Forsberg Ahlcrona, Mirella
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Språk-, läs-och skrivutveckling Modul: Skapa och kommuniceraDel 4: Estetik och kreativ kommunikation2017Other (Other academic)
    Abstract [sv]

    Denna artikel belyser hur förskolan kan arbeta med estetik, kreativitet och fantasi både som kunskaper och som verksamhetens uppdrag. Att skapa och kommunicera på ett kreativt sätt med yngre barn handlar om att erbjuda rikligt med intryck, erfarenheter och möjligheter. De skapande erfarenheterna kan bidra till att barn lär  sig kommunicera och uttrycka sina upplevelser genom att berätta, upptäcka, fundera och växa i sitt vetande. Artikeln belyser även kreativ kommunikation och vuxnas betydelse för barns estetiska utveckling. Arbetssätten konkretiseras med exempel på hur yngre barn skapar och samspelar. Många av exemplen kommer från flerspråkiga barngrupper och arbetet med svenska som andraspråk

  • 3.
    Forsberg Ahlcrona, Mirella
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Östman, Ann
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Mathematics and Puppet Play as a Method in the Preschool Teacher Education2018In: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 09, no 10, p. 1536-1550Article in journal (Refereed)
    Abstract [en]

    This study explores students'€™ perceptions and understanding of mathematics as a subject and using aesthetic expressions in their own mathematics teaching in preschool, more specifically, with puppet play as a method. In all teacher education in Sweden, mathematics in preschool is taught in different ways, which means that the teaching about the aesthetic possibilities as a part of the teaching of mathematics in preschool varies. The main purpose of the study has been to investigate students’ mathematical development in preschool practice based on the changes made in the educational and methodological implications during teacher education. The data collection consists of texts from 73 students. The qualitative content analysis focuses on the students’ descriptions of understanding and meaning of mathematics and aesthetics in their own teaching with the children. The results show that the methodological implications in the course’s organization and structure enabled a variation of qualitative changes in the students perceptions and beliefs about mathematics and aesthetics, but also that the conceptual languages of mathematics could be varied and concretized by new methodological strategies.

  • 4.
    Östman, Ann
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Forsberg Ahlcrona, Mirella
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Mathematic in preschool and teacher education2016In: Abstract book The VII Conference on Childhood Studies: Childhood in everyday life June 6th–8th 2016, Turku, Finland, Turku: Painosalama Oy , 2016, p. 101-101Conference paper (Refereed)
    Abstract [en]

    Preschool task in Sweden include the teaching of mathematics as a subject and as a way to develop children's skills and ability to apply mathematical thinking in different situations. This through an approach that, according to curriculum, should include different aesthetic activities and creative methods. In all training institutions for teachers, mathematics in preschool are taught in different ways - which means that the teaching about the aesthetic possibilities and mathematics in preschool varies. Our experience shows that many students express a negative self-image when it comes to being interested in mathematics, which in some way, even affect their conception of mathematics in preschool education and personal adjustment to accept "unusual" ways of learning mathematic.The study explore students' attitudes and beliefs about mathematics as a subject and how they use different aesthetic potentials in their own mathematics teaching in preschool, more specifically with puppet play as a method. What kind of attitudes do they express before their activities with the children? What kind of expression and conclusion presents when they describe their communication with children through aesthetic experiences? The study includes 70 students.Students will receive lessons on several aesthetic dimensions and the puppet as a mediating tool. They will choose a specific learning object to develop children's mathematical knowledge and experience, andthey will make their own robot, a rod puppet. The will plan their teaching before two-week practice in preschool. During and afterwards they will document, analyze and discuss their mathematical activities.The study will be conduct in February 2016 and analysis of collected data in March - April. The study results can help to develop and create teaching methods and content in how teachers can work with mathematics in a more inspiring and creative way. That means better approaches and conditions for children's mathematical education and development in preschool.

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