bluuebunny/crossref_metadata_2025 huggingface dataset:
Når omsorgsgapet skal dekkes: Islandske foreldres kjønnede omsorgsstrategier
Authors: Farstad Gunhild Regland
Published: April 2015

Title: Bridging the child care gap: Icelandic parents’ gendered packaging strategiesAbstract: In the time period between 2000 and 2003 Iceland put into action what has been known as a gender equal parental leave system. But despite a relatively good day care provision Icelandic parents still need to bridge a care gap between the parental leave and available day care. Using a sample of qualitative interviews with 14 Icelandic couples this paper shows that the bridging of the care gap results in gendered patterns where mothers takes a longer leave with reduced income, and fathers make use of their ear marked paternal leave. I apply the concept of strategies when presenting the way these parents arrange for the care of their small children.
Små barns medvirkning i samlingsstunder
Authors: Eide Brit Johanne , Os Ellen , Pramling Samuelsson Ingrid
Published: April 2015

Title: Young children’s participation during circle time. Abstract: In day schedules of early childhood education, circle time has traditionally been one of the core situations. According to the Convention on the Rights of the Child, children should be given opportunity to influence their everyday life. This article presents an analysis of circle time in 8 toddler groups. The focus of the analysis is children’s opportunities to participate and take part in the process of decision-making during circle time. The results indicate that the toddlers take part in community of the group, but their opportunities to influence are limited.
Interaktionens betydelse för barns lärande - en studie av barns möte med slöjd i förskolan
Authors: Ahlskog-Björkman Eva
Published: April 2015

Syftet med den här artikeln är att diskutera på vilket sätt interaktion och socialt samspel har betydelse för hur barn i förskolan kan engageras i en lärandeprocess. Den empiriska studien utgörs av en  videofilmad episod över en vävaktivitet i förskola. Genom att använda videografisk observation kan mänsklig aktivitet beskrivas och av den anledningen används  videografi som metodologisk ansats. I studien analyseras på vilket sätt interaktionen mellan de som är närvarande, oberoende av barnens ålder, kan bidra till att stimulera den lärande aktiviteten. Barnens slöjdaktivitet beaktas ur ett sociokulturellt lärandeperspektiv. Ett centralt tema inom detta perspektiv är kommunikation där språket och redskapen står för de medierande faktorerna. Barnens kontakt med redskapen och deras upplevelser och erfarande av slöjdaktiviteten diskuteras i relation till den närmaste utvecklingszonen. Ytterligare beaktas den videofilmade sekvensen ur ett socialt perspektiv där barnpedagogens agerande gentemot barnen lyfts fram och diskuteras. Analys och tolkning av datamaterialet strävar efter att synliggöra mänsklig interaktion och dess betydelse för att motivera och engagera barnen i deras slöjdaktivitet.
Lekens dramaturgi - nye muligheter for barneteatret?
Authors: Gjervan Ellen Karoline
Published: April 2015

This article focuses on the relation between dramatic play and children’s theatre, as recent, dramaturgical research establishes the relationship. What is it about play – this unpredictable and improvised activity, which the planned and rehearsed theatre activity could be inspired by dramaturgically?I discuss the relationship between dramatic play and theatre, both being modes of expression taking form as fiction. I then investigate some dramaturgical models according to principles of play, before I look at play as an entry point for new, dramaturgical forms in children’s theatre. Finally, I summarize what new opportunities the dramaturgy of play has to offer theatre for and with children.Keywords: children’s theatre, dramaturgy, dramatic play
Till ”vildingarnas” land: Barnboksförfattaren besöker förorten
Authors: Carlsson Maj Asplund , Lunneblad Johannes
Published: April 2015

Title: Where “the wild things” are: An author of children’s books on a visit to the suburbsAbstract:Few studies have been carried out on children’s literature from a post-colonial perspective. In this article, we look closer at four picture books recently published in Sweden with the purpose of giving children from urban areas patterns of identification. The aim of our study is to see how the ‘suburb’ is articulated as a multi-accented sign. Three themes are elaborated in our analysis, i.e. loneliness and alienation, drug abuse and misery as well as small business occurrence. We also discuss the consequences for children in early years of an encounter with a distorted or alienated view of suburban culture.
Att skapa platser i naturmiljöer: Om hur vardagliga praktiker i en I Ur och Skur-förskola bidrar till att ge platser identitet
Authors: Änggård Eva
Published: April 2015

Title: The construction of places in outdoor environments: About how every day practices in an outdoor preschool contribute to places identitiesAbstract: The purpose of this paper is to use data from an ethnographic study to analyse how places are given identities in an outdoor preschool. The preschool had 32 children between 1½ and 6 years divided in two groups. Each group had chosen their 'own' place that they generally visited three days a week. On the way to the places the same paths were used every day. Within the places different parts were used for normal preschool activities like eating, sleeping or playing. When the staff dramatized and the children played fantasy play the places were loaded with symbolic meanings. All these practices contributed to the process where the places were given identity.
Ressursorientert tilnærming til språklig og kulturelt mangfold
Authors: Otterstad Ann Merete , Andersen Camilla Eline
Published: April 2015

Title: A 'resource-oriented approach to linguistic and cultural diversity': Discursive readings of inclucion in early childhood education.Abstract: This article critically questions how contemporary multicultural pedagogical work for inclusion in Norwegian children’s centers is described in government documents. We find in these documents that what is named as a discursive ‘resource-oriented approach to cultural diversity’ is presented as a strategy to understand how to work and analyse multicultural pedagogical issues. As preschool teachers and researchers our interest is to investigate how and why a resource-oriented approach today seems to have become part of preschool teachers’ normative multicultural work for inclusion. By analysing official early childhood documents discursively we question what effects a resource-oriented approach may have on professional multicultural knowledge production.
Idealet om det glade og afstemte barn: Pædagogers blik for trivsel i børnehaven
Authors: Boye Koch Anette
Published: April 2015

Abstract: Danish early childhood professionals (pedagogues) are responsible for the well-being of all children in their care, but it is not clear what well-being implies. The article presents an analysis showing how pedagogues observe and categorize the well-being in children. Well-being is a state that pedagogues recognize by using special' seeing-techniques', related to their ideas of how children are supposed to behave in a certain context. The body of a child is culturally created, depending on the indoor or outdoor surroundings. The ideal of a happy child is an attuned child, who is able to adapt to adult expectations, while the physical surroundings are co-determining what the pedagogues 'see'.
De pædagogiske læreplaners reformering: Dokumentation, faglighed og måder at gøre pædagog
Authors: Plum Maja
Published: April 2015

Title: The Reform of Educational Plans: Documentation, professionalism and the enactment of nursery teaching.Abstract: In 2004 the demand of documentation in Danish pre-school was made compulsory and national through the reform of educational plans. One of the arguments was that documentation would enhance the ‘professional’ development of nursery teachers and make their daily work visible and recognized. Drawing on perspectives from Actor-Network-Theory this article analyses the way in which documentation is enacted as a network of heterogeneous elements within the individual pre-school. It is argued that documentation, rather than developing ‘professionalism’, enacts the nursery teacher in a particular ‘professional’ way. Thus, it is analyzed what ‘professionalism’ becomes, and what is excluded – produced as outside of ‘professional work’.
Markedsliberalisme og modstand: På strejftog i Trondheim og i børnehavepædagogikken
Authors: Olsen Bent
Published: April 2015

Title: Market liberalism and resistanceAbstract: Expeditions into Trondheim and the educational pursuits of kindergartens. Imposing a range of highly detailed regulatory instruments targeting educational services has revealed diversity between supporters of “neoliberal” modernizations and positions that both experience and problematize such modernizations. This article examines how the two positions clash in preschool practice, education and research. The final theoretical outlines identify how a historically established relatively autonomous sector has come under increasing strain from groups which derive their strength from political and economic sources.
Play for learning and learning for play: Children’s play in a toddler group
Authors: Greve Anne
Published: April 2015

There is a concern that children’s right to play is restricted as a result of the governments’ narrow focus on school preparatory activities and learning. Play and learning are rights embodied in the United Nations convention on the rights of the child. This article discusses how play and learning are organized in the everyday life of a Norwegian toddler group. Critical voices claim that there is not enough structure and that there should be more teaching and mapping to facilitate early intervention in Norwegian kindergartens. The article suggests that the critics’ claim can be countered by asking if there are too few teachers with adequate education and too large groups of children.
Læring for lek i barnehage og skolefritidsordning
Authors: Greve Anne , Løndal Knut
Published: April 2015

Title: Learning for play in early childhood education and care institutions.Abstract: This article is a contribution to a discussion concerning the content of Norwegian early childhood education and care institutions. Based upon re-analyses of qualitative material from two PhD-projects, Vennskap mellom små barn i barnehagen (Greve, 2007) and Revelations in bodily play (Løndal, 2010), we investigate the significance of play for learning. The investigation shows that play creates interactions between the children and their surroundings that generates learning in a broad sense. Such learning appears to have crucial significance for further play, and is experienced as very important by the children.
Utebarnehager – et sted for demokratisk praksis?
Authors: Melhuus Cathrine
Published: April 2015

The questions in the title is posed to discuss how an outdoor kindergarten space is contextualized and understood by those who are staying there. Nature is often seen as an especially open space, free from strong guidelines and structures. Being part of an educational practice gives the place new structures. The activities the children participate in and the employees expressed attitudes and practices are part of different discourses, which give certain limits or possibilities for what is going on at the Hut, and thus influence a democratic practice. Especially children’s play activities represent an opposition to the adult’s framing of the place. Democracy presupposes some frames, but if the frames in an institution are too limited this will possibly inhibit such a practice (Biesta 2009, Lawy & Biesta 2006). Keywords: outdoor kindergartens, place, nature, democracy, contextualisation
Young children’s experience of aesthetics in preschool
Authors: Pramling Samuelsson Ingrid , Sheridan Sonja , Hansen Mikael
Published: April 2015

This article aims to investigate young children’s experience of aesthetic activities in preschool. The result is based on preschool teachers’ mapping during a two-week period of what toddlers (1.5 to 3.4 years) are offered or take initiatives themselves to, within the area of aesthetics. The 24 preschools where the mapping was done have been participating in a larger research project called, Children’s early learning. A current study of preschool as an environment for children’s learning (Sheridan, Pramling Samuelsson & Johansson, 2009). This means that we also had data on the quality of the participating preschools, based on ECERS (Harms & Clifford, 1980; Sheridan, 2007), which we linked to children’s experience in aesthetics. The result shows that there is a large variation between the amount and kind of aesthetic activities in preschool that young children can participate in.
Innhald i barnehagen i lys av politisk fokus på barnehagefeltet
Authors: Vatne Bente
Published: April 2015

Title: Issues of Educational Policy and Educational Activities in Norwegian kindergartensAbstract: In recent decades the Norwegian kindergartens have become an important social institution where both its content and aims have been part of the public debate. The aim of this article is to put the spotlight on educational activities in Norwegian kindergartens and discuss these issues in the light of increased political focus. What kind of educational activities do kindergarten teachers (pedagogical leaders) and kindergarten assistants emphasize in everyday work with children? Are we heading towards a more “schoolish” content in Norwegian kindergartens? What consequences have kindergarten teachers and kindergartens assistants professional background for educational activities in Norwegian kindergartens? Results from a national survey (MAFAL) to kindergarten teachers and kindergartens assistants will be presented and discussed.
Knowledge Development through Hybrid Leadership Practices
Authors: Hognestad Karin , Bøe Marit
Published: April 2015

Abstract: This article considers the formal teacher leaders’ practices of leading knowledge development at the department level in early childhood education and care. To better understand these practices, we have utilised the hybrid leadership theory, along with qualitative shadowing and stimulated recall interviews. Our analyses demonstrate that these teacher leaders encourage knowledge development by functioning as hybrid leaders in their communities of practice, while our findings show that there are four leadership approaches to knowledge development that emerge from everyday work: providing professional guidance, acting as a role model in work performance, putting practices into words and supporting desired teaching practices. Moreover, our study reveals that the leading of knowledge development is dependent on teacher leaders’ practical knowledge and their influence in their communities of practice. We therefore posit that the provision of knowledge development through and within the relationships that comprise communities of practice is crucial developing ECEC as learning organisations.
Mot en ny pedagogisk lederrolle og lederidentitet?
Authors: Larsen Ann Kristin , Slåtten Mette Vaagan
Published: April 2015

Artikkelen omhandler hvordan endrede ledelsesstrukturer oppstått gjennom ny organisasjonsmodell virker inn på de pedagogiske ledernes arbeidsoppgaver. Vi har etterspurt deres erfaringer knyttet til mulige endringer i oppgaver, arbeidsdeling og faglig-pedagogisk fokus i arbeidet. Undersøkelsen ble gjennomført i en bydel i Oslo. Hovedfunnene er at pedagogiske ledere har fått flere administrative oppgaver og personalleder oppgaver. De pedagogiske lederne deler seg i to med hensyn til hvor fornøyde de er med disse endringene. I artikkelen drøfter vi hva denne todelingen betyr for deres rolleforståelse og identitet.
Samhandlinger mellom de yngste barna med cochleaimplantat og andre barn i barnehagen
Authors: Hillesøy Siv , Johansson Eva , Ohna Stein Erik
Published: April 2015

I artikkelen stilles følgende forskningsspørsmål: Hvordan deltar små barn med cochleaimplantat i interaksjoner med andre barn i barnehagen og hvordan skaper cochleaimplantat mulighetsbetingelser for deltakelse? Tre barnehager inngår i studien og barna som medvirker er i alderen 1 ½ - 3 år. Interaksjoner mellom barna er videofilmet og analysert. Barnas interaksjoner ser ut til å handle om å finne en rytme, i studien identifisert som henholdsvis takt og utakt, som svarer til deltakernes interesser og bruk av medierende redskaper. Et sentralt funn er at barn med cochleaimplantat er aktive deltakere i begge former for interaksjoner på tilsvarende måte som andre barn. Studien dokumenterer hvor sentralt cochleaimplantatet er som vilkår for barnas deltakelse, og hvor sårbar deres deltakelse i interaksjoner med andre barn kan bli dersom teknologien ikke fungerer som den skal. Studien viser også at kompetansen til de voksne som jobber i barnehagen har stor betydning for barn med cochleaimplantats vilkår for deltakelse.
Om pædagogers sociale strategier i et arbejdsliv under forandring
Authors: Møller Pedersen Peter , Thore Gravesen David , Anker Hansen Morten , Høyer Lorentsen Brian Høyer
Published: April 2015

Title: About pedagogues' social strategies in careers of change. Abstract: The work of social educators (pedagogues) in Denmark has undergone significant changes in recent decades. Under changing conditions, thousands of social educators lived through a working life and thereby helped to maintain and develop the profession of social educators. The article is about social educators' individual stories about how they have dealt with these changes. What kind of social strategies have the educators developed in relation to the shifting changes and changing social conditions? Are there signs of developing new kinds of professional standards under difficult conditions?
Tvil som drivkraft
Authors: Johannesen Nina
Published: April 2015

Title: Doubt as a driving forceAbstract: In this paper I explore what happens when the philosopher Emmanuel Levinas's texts encounters material from conversations with early childhood educators in two different early childhood education settings. In the conversations with the educators, I hear an approach to understanding children's expressions that are consistent with Levinas’ claims. They want to open up the children's contributions, and they want to learn. I have used the term doubt to describe the processes where the educators are opening up to the other, in this case children aged one to three and their physical expression and further to show how this may be a practice that allows the children have a real opportunity to influence and thus participate in the development of the pedagogical thinking. The early childhood educators are challenged by the children and each other, and this creates energy and commitment. On this basis I claim that the doubt is a driving force in their work to develop the pedagogical thinking.This practice may be in contrast with thoughts of the time favoring and expecting measurable results in educational establishments. This can also be seen as opposition to and criticism of the desire to map children's knowledge and skills as this mapping might reduce children to the notion we have of them, both as groups and as individuals and not open up to their contributions.
Preschool teachers’ reasoning about interactive whiteboard embedded in Swedish preschools
Authors: Bourbour Maryam , Björklund Camilla
Published: April 2015

This paper aims to investigate the ways in which teachers enact the interactive whiteboard (IWB) in Swedish preschools in relation to preschool children’s mathematical learning. Data collected from interviews with four preschool teachers have provided the opportunity to consider the potential of IWB to facilitate a creative approach to young children’s mathematic education. The findings suggest that IWB use in preschool is mostly viewed as “Space for children to involve in problem-solving situations”, “Supporting collaborative learning and mutual negotiation”, “Goal-oriented mathematics learning facilitated by IWB” and “Retaining children’s interest in learning activities”. This study also highlights the importance of teachers’ technological knowledge and skills in mediating the interaction and facilitating the use of IWB in preschool pedagogical practices.
Corrected and republished 2019-08-23.
Forståelser av gode overganger og opplevelse av sammenheng mellom barnehage, skole og sfo
Authors: Hogsnes Hilde Dehnæs , Moser Thomas
Published: April 2015

Dette bidraget har bakgrunn i en casestudie av barns overgang og opplevelse av sammenheng mellom barnehage og skole. Samarbeid og sammenheng mellom barnehage og skole er i dag et prioritert område nasjonalt (Kunnskapsdepartementet, 2008-2009) og internasjonalt (OECD, 2001; 2006). Barn skal oppleve sammenheng mellom institusjonene (Kunnskapsdepartementet, 2011). Undersøkelser viser at de ansatte i barnehage og skole har lite kunnskap om hverandre og at kommunikasjonen mellom dem er mangelfull (Rambøll, 2010; Broström, 2009). Dersom de ansatte har lite kunnskap om de andre institusjonenes tradisjoner, mandat og arbeidsmåter, kan det bidra til å svekke samarbeidet mellom institusjonene. Med dette som bakgrunn undersøkes pedagogiske lederes, førsteklasselæreres og sfo-lederes prioriteringer av tiltak for å gi barn opplevelse av sammenheng i overgangen fra barnehage til skole og skolefritidsordning (sfo). De ulike tiltakene diskuteres i lys av fire former for kontinuitet mellom institusjonene; filosofisk, fysisk, sosial og kommunikasjonsmessig kontinuitet (Broström, 2009; Fabian, 2007). Resultatene viser at det er en særlig utfordrende oppgave å sikre kommunikasjonsmessig kontinuitet. Den kommunikasjonsmessige kontinuiteten er samtidig av avgjørende betydning for barns medvirkning og opplevelse av fysisk, sosial og filosofisk kontinuitet i overgangen fra barnehage til skole og sfo.
A Historical Overview: Care and Education Intersecting with Status and Class in Swedish Childminder Education 1975-2011
Authors: Plymoth Birgitta , Reimers Eva
Published: April 2015

From a perspective of status and class, this paper delineates changes in Swedish childminder education. The data are policy documents, documents from childminder training, and interviews with educators. The analysis is informed by post-structural theory. The study shows that the status of the childminder program has shifted between high and low status, and led toward differently classed life trajectories at different times. One reason for these variations is that the emphasis in childcare has shifted from care to teaching. This has at times increased the status of the education and the vocation, but also subverted the demand for childminders.
Barns deltakelse og tidlig innsats: et pedagogisk bidrag til forståelse av tidlig innsats i norske barnehager
Authors: Vik Stine
Published: April 2015

Tidlig innsats har fått en betydelig posisjon i det pedagogisk arbeidet i norske barnehager de siste årene. Ifølge nasjonale styringsdokumenter som beskriver tidlig innsats er bruk av standardiserte programmer og kartlegging for å identifisere og forebygge vansker på et tidlig tidspunkt i barns liv en del av satsingen(KD, 2006, 2008). Det er imidlertid reist kritikk av denne utviklingen(Arnesen, 2012; Hausstätter 2009; Pettersvold & Østrem, 2012). Artikkelen drøfter hvordan tidlig innsats i barnehagen kan tolkes i samsvar med barns rett til medvirkning. Videre diskuteres utfordringer for implementering av programmer for tidlig innsats i norske barnehager.Early intervention has been given a significant position directing work in Norwegian kindergartens resent years. According to national policy documents for early intervention, standardized programs are posed to identify and prevent difficulties at an early stage in children’s lives (NOU, 2009; St.meld nr. 16 (2006-2007)). However critique has been raised against directives given from the national level (in Arnesen, 2012; Haustätter, 2009; Pettersvoll & Østrem, 2012). This article argues that early intervention is in danger of becoming an instrumental mistake, as described by Skjervheim in the 60-70s, that does not take into consideration the ethical obligation of treating children as ends not only as means. To avoid the object-orientation children’s perspectives should be acknowledged in the processes of intervening early.
Gendering in one Icelandic preschool
Authors: Hardardottir Gudrun Alda , Petursdottir Gyda Margret
Published: April 2015

The aim of this article is to shed light on gendering in preschool. It analyzes the opinions and beliefs of preschool teachers with regard to boys and girls in one Icelandic preschool, and how gender performative acts are manifested in the preschool’s children. The preschool, which was observed for one school year, comprised 60 children, aged 18 months to five years, and 20 employees, of which eight were qualified teachers. The research material is analyzed in terms of Judith Butler’s gender constructivism. Butler contends that gender is constituted by, and is a product of, society, and that the individual’s empowerment is therefore limited in relation to society, with individuals typically seeking to identify themselves with the dominant norms concerning gender. The main conclusions suggest that “gendering” is prominent within the preschool. There is a strong tendency among the preschool teachers to classify the children into categories of boys/masculine and girls/feminine, and specific norms direct the children into the dominant feminine and masculine categories, thus maintaining and reinforcing their gender stereotypes. The children used symbols such as colors, locations and types of play as means to instantiate the “girling” and the “boying”. These findings are consistent with previous Nordic research and indicate a prevailing essentialist perspective towards both girls and boys. The originality of the research, however, lies in focusing on children’s gender from the individual’s perspective and how the individual child generally enacts gender performatively within the confines of society’s norms.
Nordic Comparative Analysis of Guidelines for Quality and Content in Early Childhood Education
Authors: Vallberg Roth Ann-Christine
Published: April 2015

The article is based on a project intended to further develop understanding of similarities and differences in Nordic binding guidelines and non-binding guidance for content and quality in early childhood education. The study is of a descriptive and comparative nature and the process is based on a research tradition connected to curriculum studies. Both variation and standardisation emerge in the comparative analysis with regard to content construction. Quality is expressed and may be interpreted as operationalised as both structure and process. In relation to the study results, quality may be interpreted as primarily oriented towards institutions, activities and secondarily towards individuals. Quality is consistently related to learning (lifelong learning) and is more linear and oriented towards goal-rationality than non-linear.
Children under three in Early Childhood Education and Care: Introduction to a Special Edition
Authors: Johansson Jan-Erik
Published: April 2015

Introduction
Emmaboken, den jämställda familjen och förskolan - En historisk och samhällskritisk studie
Authors: Odenbring Ylva
Published: April 2015

1970-talet var ett decennium då barnlitteratur av mer radikal karaktär kom att få genombrott. Gamla hierarkier mellan vuxna och barn ifrågasattes och nya institutioner kom att porträtteras i litteraturen. Under detta decennium var Gunilla Wolde en av de mest framträdande barnlitteraturförfattarna i Sverige. Hennes Emma böcker är fortfarande bland de mest populära barnböckerna i Sverige. Föreliggande artikel baseras på en kritisk analys av hur den jämställda familjen och förskolan porträtteras i Emma böckerna. Trots att böckerna på många sätt präglas av 70-talets ideologiska strömningar visar analyserna att familjen, förskolläraren och förskolebarnet porträtteras på ett normativt sätt.The seventies was an era where non-normative children’s literature became a new trend. Old hierarchies between adults and children were questioned and new institutions were portrayed in literature. In Sweden, Gunilla Wolde, was one of the most predominant authors during this decade. Her Emma books are still among the most popular children’s books in Sweden. Taking this as a point of departure this article is based on a critical analysis of how the gender-equal family and preschool are portrayed in the Emma books. Despite Wolde’s radical approach the analysis shows that the author is trapped in stereotypical understandings of the family, the preschool teacher and the preschool child.
Areal til skapende lek, læring og utforskning i barnehagen
Authors: Fønnebø Bente , Rolfsen Christian Nordahl
Published: April 2015

Artikkelen handler om vilkårene for og reguleringer knyttet til utforskning, lek og læring inne og ute i barnehagen med særlig vekt på personalets rolle. Dette ses i lys av forskning om barns trivsel eller stressfaktorer i det fysiske miljøet. Temaet i artikkelen er hvordan personalet kan etablere eller gjøre tilgjengelig større variasjon av arealer for improvisasjon, lek, læring og utforskning. Problemstillingen som det søkes svar på er; Hvordan kan fokus på ubenyttede eller regulerte arealer i barnehagen bidra til ny kunnskap om og ny etablering av varierte rom for utforskning, improvisasjon, lek og læring? Gjennom henvisninger til en kvalitativ undersøkelse i fem barnehager i Osloområdet, drøftes dette temaet.
Auget som arrangement – om blikk, makt og skjønn i profesjonsutøvinga til barnehagelæraren
Authors: Ulla Bente
Published: April 2015

Abstrakt: This article explores knowledge related to the gaze of the kindergarten teachers. By considering performances of the eyes as aspects of professionalism, the article discusses how different arrangements of the gaze are generated in complex conditions of judgment and power. Just as the eyeballs lies deeply tied into the corpus, both the gaze and the knowledge of the kindergarten teachers are deeply tied together in a comprehensive body of knowledge. This article draws upon interviews of kindergarten teachers related to mapping of children’s skills in a Norwegian context.  However, the statements in the study bring in a larger web of judgements in kindergarten. Foucault's theories are chosen as step stones for the discussion.Samandrag: Denne artikkelen handlar om kunnskapskonstruksjonar knytte til barnehagelæraren sitt blikk, og tek føre seg korleis barnehagelæraren bruker blikket i utøvinga av profesjonen sin. Ulike ordningar av blikk kan få grobotn i samansette konstruksjonar av skjønn og makt. Slik augeepla ligg djupt kopla saman med resten av kroppen, er også blikket og kunnskapen til barnehagelæraren djupt kopla saman i ein omfattande kunnskapskropp. Artikkelen tek utgangspunkt i gruppeintervju med barnehagelærarar om kartlegging av barn i ein norsk barnehagekontekst, men utsegnene frå intervjua bringar òg inn ein større vev av vurderingsarbeid i barnehagen. Teoriane til Foucault er nytta som reiskap i drøftinga.
Vilken kunskap erkänns i det systematiska kvalitetsarbetet? Om oförenliga tankestilar i dagens förskola i dagens förskola
Authors: Insulander Eva , Svärdemo Åberg Eva
Published: April 2015

English abstract: This study is to be seen in relation to the intensified ‘assessment culture’ that has evolved in today's educational system. The purpose is to discuss how the dualistic mission of the curriculum is being handled in preschools systematic quality work,  by studying the representation and recognition of ideational and interpersonal knowledge. The study is based on video-observations of preschool teachers’ planning, work and follow up of three educational activities in two different preschools. The theoretical basis consist of a multimodal and design theoretical perspective used in combination with Ludwik Flecks work on thought styles and thought collectives. The analyse shows that the curriculum objectives are handled in contradictory ways. This is visible in interaction patterns that exhibit traces from incompatible thought styles.Samandrag: Denna studie skall ses i relation till den intensifierade ”bedömningskultur” som har utvecklats inom dagens utbildningssystem. Syftet är att diskutera hur det dualistiska uppdraget i läroplanen hanteras i förskolors systematiska kvalitetsarbete, genom att studera vilken innehållslig och relationell kunskap som kommer till uttryck och erkänns. Studien bygger på videoobservationer av förskollärares planering, arbete och uppföljning inom tre arbetsprocesser i två olika förskolor. Det teoretiska ramverket består av ett multimodalt och designteoretiskt perspektiv och används i kombination med Ludwik Flecks arbete om tankestilar och tankekollektiv. Analysen visar att läroplanens mål hanteras på motstridiga sätt och det kommer till uttryck i interaktionsmönster, som uppvisar spår från oförenliga tankestilar.
”Ah, oh, nejjjj!” om eksperimentelle processer i æstetisk pædagogisk praksis
Authors: Blume Michael
Published: April 2015

On the basis of a 2-year action research project, this article focuses on experimental and explorative processes in esthetic teaching practices in nursery schools. A history of science and learning perspective on experimenting and exploration in science and art is used to clarify the characteristic properties of both concepts. Together with a phenomenologically inspired understanding of perception, a theoretical conceptual framework is formed to analyse esthetic experimental practice. Thus, both childrens’ perceptual cognitive potentials in experimental processes and the teacher’s role in staging experimental environments and their significance for esthetic and creative development. environments are clarified. The purpose of this is to contribute to an understanding of experimental. På baggrund af et 2-årigt aktionsforskningsprojekt sætter artiklen fokus på eksperimentelle og eksplorative processer i æstetisk pædagogisk praksis i børnehaven. Et idéhistorisk perspektiv på eksperiment og eksploration i videnskab og kunst bruges til at belyse karakteristiske egenskaber af begge begreber. Sammen med en fænomenologisk inspireret forståelse for perception dannes dermed en teoretisk begrebsramme til analyser af æstetisk eksperimentel praksis. Ligeledes belyses børns perceptuelle erkendelsesmuligheder ved eksperimentelle processer og pædagogens rolle ved iscenesættelsen af eksperimenterende miljøer. Formålet er at bidrage til en forståelse for eksperimenterende miljøer og deres betydning for børns æstetisk dannelse og kreativitetsudvikling.
Technique for diagnosing the flapping motion of magnetotail current sheets based on single‐point magnetic field analysis
Authors: Rong Z. J. , Barabash S. , Stenberg G. , Futaana Y. , Zhang T. L. , Wan W. X. , Wei Y. , Wang X.‐D.
Published: April 2015

The magnetotail current sheet is active and often flaps back and forth. Knowledge about the flapping motion of current sheet is essential to explore the related magnetotail dynamic processes, e.g., plasma instabilities. Due to the inability of single‐point measurements to separate the spatial‐temporal variation of magnetic field, the moving velocity of flapping current sheets cannot be revealed generally until the multipoint measurements are available, e.g., the Cluster mission. Therefore, currently, the flapping behaviors are hard to be resolved only relying on single‐point magnetic field analysis. In this study, with minimum variance analysis, we develop a technique based on single‐point magnetic field measurement to qualitatively diagnose the flapping properties including the flapping type and the traveling direction of kink‐like flapping. The comparison with Cluster multipoint analysis via several case studies demonstrates that this technique is applicable; it should, however, be used with caution especially when the local sheet surface is either quasi‐horizontal, or quasi‐vertical. This technique will be useful for the planetary magnetotail exploration where no multipoint observations are available.
Regional‐scale advective, diffusive, and eruptive dynamics of CO2 and brine leakage through faults and wellbores
Authors: Jung Na‐Hyun , Han Weon Shik , Han Kyungdoe , Park Eungyu
Published: April 2015

Regional‐scale advective, diffusive, and eruptive transport dynamics of CO2 and brine within a natural analogue in the northern Paradox Basin, Utah, were explored by integrating numerical simulations with soil CO2 flux measurements. Deeply sourced CO2 migrates through steeply dipping fault zones to the shallow aquifers predominantly as an aqueous phase. Dense CO2‐rich brine mixes with regional groundwater, enhancing CO2 dissolution. Linear stability analysis reveals that CO2 could be dissolved completely within only ~500 years. Assigning lower permeability to the fault zones induces fault‐parallel movement, feeds up‐gradient aquifers with more CO2, and impedes down‐gradient fluid flow, developing anticlinal CO2 traps at shallow depths (<300 m). The regional fault permeability that best reproduces field spatial CO2 flux variation is estimated 1 × 10−17 ≤ kh < 1 × 10−16 m2 and 5 × 10−16 ≤ kv < 1 × 10−15 m2. The anticlinal trap serves as an essential fluid source for eruption at Crystal Geyser. Geyser‐like discharge sensitively responds to varying well permeability, radius, and CO2 recharge rate. The cyclic behavior of wellbore CO2 leakage decreases with time.
In situ validation of sea surface temperatures from the GCOM‐W1 AMSR2 RSS calibrated brightness temperatures
Authors: Gentemann Chelle L. , Hilburn Kyle A.
Published: April 2015

Remote Sensing Systems AMSR2 v7.2 data from 25 July 2012 to 9 October 2014 are collocated with in situ sea surface temperature (SST) data. The RSS SST algorithm uses AMSR2 brightness temperatures calibrated using a methodology developed at RSS rather than using the standard JAXA AMSR2 product, which includes the JAXA calibration. The new RFI exclusion methodology used for the AMSR2 v7.2 data is described. Buoy data are quality controlled using an internal quality indicator. Daytime collocations with wind speeds of less than 6 m s−1 are excluded to avoid diurnal contamination of the results. A mean bias (AMSR2 minus in situ) of −0.04 K and standard deviation 0.55 K with 109,350 collocations is found. The geographical distribution of biases is investigated, with a small increase in biases found at higher latitudes. At lower SST the uncertainty increases and the bias. The dependencies of the bias and uncertainties on other geophysical variables are shown to be negligible. The time series of the bias and uncertainty show little variability, but a small seasonal dependence is determined to be related to a seasonal shift in wind speeds. Overall, the AMSR2 SSTs are of comparable quality to the AMSR‐E SSTs and continue the climate microwave SST record that started in 1997.
Vertical structure and physical processes of the Madden‐Julian oscillation: Exploring key model physics in climate simulations
Authors: Jiang Xianan , Waliser Duane E. , Xavier Prince K. , Petch Jon , Klingaman Nicholas P. , Woolnough Steven J. , Guan Bin , Bellon Gilles , Crueger Traute , DeMott Charlotte , Hannay Cecile , Lin Hai , Hu Wenting , Kim Daehyun , Lappen Cara‐Lyn , Lu Mong‐Ming , Ma Hsi‐Yen , Miyakawa Tomoki , Ridout James A. , Schubert Siegfried D. , Scinocca John , Seo Kyong‐Hwan , Shindo Eiki , Song Xiaoliang , Stan Cristiana , Tseng Wan‐Ling , Wang Wanqiu , Wu Tongwen , Wu Xiaoqing , Wyser Klaus , Zhang Guang J. , Zhu Hongyan
Published: April 2015

Aimed at reducing deficiencies in representing the Madden‐Julian oscillation (MJO) in general circulation models (GCMs), a global model evaluation project on vertical structure and physical processes of the MJO was coordinated. In this paper, results from the climate simulation component of this project are reported. It is shown that the MJO remains a great challenge in these latest generation GCMs. The systematic eastward propagation of the MJO is only well simulated in about one fourth of the total participating models. The observed vertical westward tilt with altitude of the MJO is well simulated in good MJO models but not in the poor ones. Damped Kelvin wave responses to the east of convection in the lower troposphere could be responsible for the missing MJO preconditioning process in these poor MJO models. Several process‐oriented diagnostics were conducted to discriminate key processes for realistic MJO simulations. While large‐scale rainfall partition and low‐level mean zonal winds over the Indo‐Pacific in a model are not found to be closely associated with its MJO skill, two metrics, including the low‐level relative humidity difference between high‐ and low‐rain events and seasonal mean gross moist stability, exhibit statistically significant correlations with the MJO performance. It is further indicated that increased cloud‐radiative feedback tends to be associated with reduced amplitude of intraseasonal variability, which is incompatible with the radiative instability theory previously proposed for the MJO. Results in this study confirm that inclusion of air‐sea interaction can lead to significant improvement in simulating the MJO.
Parameterizations for narrowband and broadband albedo of pure snow and snow containing mineral dust and black carbon
Authors: Dang Cheng , Brandt Richard E. , Warren Stephen G.
Published: April 2015

The reduction of snow spectral albedo by black carbon (BC) and mineral dust, both alone and in combination, is computed using radiative transfer modeling. Broadband albedo is shown for mass fractions covering the full range from pure snow to pure BC and pure dust, and for snow grain radii from 5 µm to 2500 µm, to cover the range of possible grain sizes on planetary surfaces. Parameterizations are developed for opaque homogeneous snowpacks for three broad bands used in general circulation models and several narrower bands. They are functions of snow grain radius and the mass fraction of BC and/or dust and are valid up to BC content of 10 ppm, needed for highly polluted snow. A change of solar zenith angle can be mimicked by changing grain radius. A given mass fraction of BC causes greater albedo reduction in coarse‐grained snow; BC and grain radius can be combined into a single variable to compute the reduction of albedo relative to pure snow. The albedo reduction by BC is less if the snow contains dust, a common situation on mountain glaciers and in agricultural and grazing lands. Measured absorption spectra of mineral dust are critically reviewed as a basis for specifying dust properties for modeling. The effect of dust on snow albedo at visible wavelengths can be represented by an “equivalent BC” amount, scaled down by a factor of about 200. Dust has little effect on the near‐IR albedo because the near‐IR albedo of pure dust is similar to that of pure snow.
Vertical structure and physical processes of the Madden‐Julian Oscillation: Biases and uncertainties at short range
Authors: Xavier Prince K. , Petch Jon C. , Klingaman Nicholas P. , Woolnough Steve J. , Jiang Xianan , Waliser Duane E. , Caian Mihaela , Cole Jason , Hagos Samson M. , Hannay Cecile , Kim Daehyun , Miyakawa Tomoki , Pritchard Michael S. , Roehrig Romain , Shindo Eiki , Vitart Frederic , Wang Hailan
Published: April 2015

An analysis of diabatic heating and moistening processes from 12 to 36 h lead time forecasts from 12 Global Circulation Models are presented as part of the “Vertical structure and physical processes of the Madden‐Julian Oscillation (MJO)” project. A lead time of 12–36 h is chosen to constrain the large‐scale dynamics and thermodynamics to be close to observations while avoiding being too close to the initial spin‐up of the models as they adjust to being driven from the Years of Tropical Convection (YOTC) analysis. A comparison of the vertical velocity and rainfall with the observations and YOTC analysis suggests that the phases of convection associated with the MJO are constrained in most models at this lead time although the rainfall in the suppressed phase is typically overestimated. Although the large‐scale dynamics is reasonably constrained, moistening and heating profiles have large intermodel spread. In particular, there are large spreads in convective heating and moistening at midlevels during the transition to active convection. Radiative heating and cloud parameters have the largest relative spread across models at upper levels during the active phase. A detailed analysis of time step behavior shows that some models show strong intermittency in rainfall and differences in the precipitation and dynamics relationship between models. The wealth of model outputs archived during this project is a very valuable resource for model developers beyond the study of the MJO. In addition, the findings of this study can inform the design of process model experiments, and inform the priorities for field experiments and future observing systems.
An algorithm for integrating satellite precipitation estimates with in situ precipitation data on a pentad time scale
Authors: Wang Xiaolan L. , Lin Achan
Published: April 2015

This study proposes an algorithm for constructing pentad precipitation fields by integrating the popularly used Global Precipitation Climatology Project (GPCP) daily precipitation data set, GPCP1dd v1.2, with Canadian in situ daily precipitation data. This algorithm consists of two major steps. First, the GPCP data were adjusted to remove biases relative to the gauge data, with consideration of the differences between snowfall and rainfall, and of the gauge density. Then, a blended pentad precipitation field was constructed using the adjusted GPCP precipitation field and the differences between the gauge and adjusted GPCP precipitation fields (residual kriging). The skill of the algorithm is evaluated for three networks of sparse to medium gauge density, with the evaluation data set being much larger than the training data set. The results show that the algorithm produces better representation of pentad precipitation fields than the GPCP precipitation estimates or using the gauge data alone; it has smaller root‐mean‐square errors and higher correlation skill scores. This algorithm was used to produce the first blended pentad precipitation data set for the period of 1997–2007 for Canada (CanBP5dV1). It can be used for other regions around the world.