Methodology for Research with Early Childhood Education and Care Professionals

1. Front Matter

   Pages i-xii

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2. Introduction

   1. Front Matter

      Pages 1-1

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   2. Enabling Knowledge Development Relevant for ECEC

      • Cecilia Wallerstedt, Malin Nilsen

      Pages 3-17Open Access

3. Example Studies

   1. Front Matter

      Pages 19-19

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   2. A Retrospective View on Researchers’ and Preschool Teachers’ Collaboration: The Case of Developing Children’s Learning in Preschool

      • Ingrid Pramling Samuelsson

      Pages 21-32Open Access

   3. Exploring Mixed Roles and Goals in Collaborative Research: The Example of Toddler Mathematics Education

      • Camilla Björklund, Hanna Palmér

      Pages 33-43Open Access

   4. Managing the Tension Between the Known and the Unknown in Knowledge-Building: The Example of the Play-Responsive Early Childhood Education and Care (PRECEC) Project

      • Cecilia Wallerstedt

      Pages 45-55Open Access

   5. Success of and Barriers to Workshop Methodology: Experiences from Exploration and Pedagogical Innovation Laboratories (EX-PED-LAB)

      • Elin Eriksen Ødegaard, Marion Oen, Johanna Birkeland

      Pages 57-82Open Access

   6. Opening Up New Spaces for Action: Challenges of Participatory Action Research for Preschool Practice Transformation in an Introductory Unit for Immigrant Children

      • Annika Åkerblom

      Pages 83-97Open Access

   7. Integrating Digital Technologies in Teaching and Learning Through Participation: Case Studies from the Xlab – Design, Learning, Innovation Laboratory

      • Eva Brooks, Anders Kalsgaard Møller, Maja Højslet Schurer

      Pages 99-120Open Access

   8. Interprofessional Dialogue and the Importance of Contextualising Children’s Participation: A Collaboration Between Different Disciplines Around New Technology

      • Pernilla Lagerlöf

      Pages 121-131Open Access

   9. Mutuality in Collaboration: A Development Project for Teaching in Multilingual ECEC

      • Anne Kultti

      Pages 133-141Open Access

4. Theoretical and Conceptual Discussions and Tools

   1. Front Matter

      Pages 143-143

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   2. The Importance of De-reifying Language in Research with Early Childhood Education and Care Professionals: A Critical Feature of Workshop Methodology

      • Niklas Pramling, Louise Peterson

      Pages 145-152Open Access

   3. Responding to Wicked Tensions and Problems in Practices-Developing Research

      • Elin Eriksen Ødegaard

      Pages 153-169Open Access

   4. Terminological and Conceptual Meta-commentaries on Practices-Developing Research

      • Niklas Pramling, Cecilia Wallerstedt

      Pages 171-181Open Access

This open access book addresses the growing trend in the field of early childhood education and care (ECEC) research named collaborative knowledge building in which researchers and ECEC personnel collaborate. This kind of research encompasses a number of approaches, such as design studies, action studies, Learning Studies, Lesson Studies, and combined research and development studies.

There are important differences between these approaches, but they also share some features, which makes it possible to see them as examples of a particular tradition of knowledge building. Collaborative knowledge building constitutes close ties between developing practices of early childhood education and care, and generating empirically grounded theoretical knowledge.

This book contributes to the methodology of practices-developing research by mapping this movement through exemplifying themes actualised in such studies, and through conceptualizing important and recurring gains and challenges. It also describes how the latter can be taken on.

 

 

• Open Access
• practice-developing research
• researcher-teacher collaborative knowledge building
• inter-professions collaboration
• practice based mathematics education research
• toddlers’ mathematical development in Swedish preschools
• metacognitive approach to children’s learning
• Research-practice collaboration
• Competence development
• preschool education for immigrant children
• knowledge creating practices in partnership research
• Play-responsive teaching
• practice-based research
• foundational ethos of collaboration
• participatory-driven creative learning
• teachers as agents in the research process
• interprofessional dialogue (MIROR)
• de-reifying language in research

• Department of Education, Communication & Learning, University of Gothenburg, Gothenburg, Sweden

  Cecilia Wallerstedt, Niklas Pramling

• Department of Culture and Learning, Aalborg University, Aalborg, Denmark

  Eva Brooks

• KINDKNOW, Western Norway University of Applied Sciences, Bergen, Norway

  Elin Eriksen Ødegaard

Cecilia Wallerstedt is Professor in Education at the Department of Education, Communication and Learning at the University of Gothenburg, Sweden. Her research interest concerns knowledge, teaching and learning in music, and the interaction between teachers and children/pupils. She has conducted practice-based research in several projects in preschool, primary- and secondary school.

Eva Brooks is Professor in IT-based Design, Learning and Innovation at the Department of Culture and Learning, Aalborg University, Denmark. Her research has a design focus on participation, social interaction, and the use and development of digital technology and their implications for play and learning. Her research also includes an innovation dimension, where she applies a design-oriented approach to co-creative processes with children. She has been involved in several research projects concerning children’s participation, play, and learning in state-of-the-art technology settings. Currently, her research also has a focus on teachers’ professional digital competence grounded in creative workshops where the learning is participative, collaborative and peer-oriented.

Elin Eriksen Ødegaard is Professor, Dr. Fil. and Director of KINDKNOW - Kindergarten Knowledge Centre for Systemic Research on Diversity and Sustainable Futures at Western Norway University of Applied Science. She is working with partnership research for professional development in efforts to understand and support conditions for institutional pedagogical practice. Her research interest embraces cultural historical ideas, global and local perspectives, teachers’ pedagogies and changing practices for sustainable futures and children’s play exploration.  She often uses narrative, explorative and multimedia resources in her research and communication. She has authored and co-authors 9 books and more than 50 scientific articles/chapters.

Niklas Pramling is Professor of Education at the University of Gothenburg, Sweden. He is Director of two national research schools for preschool teachers (funded by the Swedish Research Council). He conducts communications research in early childhood education and care settings and beyond.