Förskolan beskrivs ofta som en plats där alla barn ska få känna sig inkluderade och delaktiga. Men vem får egentligen vara med och på vilka villkor? En ny avhandling visar hur barns möjligheter att bli inkluderade formas av normer kring egenskaper som ålder, kön, språk, social kompetens och kulturell bakgrund.

När det är kallt och molnigt ute rör sig förskolebarn mindre, jämfört med under en varm och solig dag. Det visar en ny svensk studie. Forskare vid Karolinska institutet följde över 3 300 barn i Stockholmsområdet med hjälp av rörelsemätare och hämtade in väderdata från SMHI.

Barnehagebarn trives generelt godt, og knytter trivsel til lek, sosialt fellesskap og mulighet til å bestemme, er konklusjonen i en ny rapport fra Læringsmiljøsenteret ved Universitetet i Stavanger.

Extending print-based genre frameworks into the digital media context, this study examined the prevalence, distribution, and instructional quality of informational videos that young children (ages 3–8) viewed on YouTube.

The possibility of physical interaction is often described as a supportive element for children’s social-emotional development during the pre-school years. During the COVID-19 pandemic opportunities for teachers and young children to engage in ordinary physical contact was reduced. This study examined whether a decrease in such contact was associated with teachers’ reports of children’s psychological…

There are large individual differences in early numerical skills. The present study aimed to evaluate the psychometric properties of a test assessing the early development of numerical skills in the context of French preschool and kindergarten education.

This study investigated the impact of Dolly Parton’s Imagination Library worldwide on children’s emergent literacy skills aged three to five years. The Imagination Library delivers age-appropriate books to children from birth to age five in the United States, Australia, Canada, the Republic of Ireland, and the United Kingdom.

To ensure that all children can fulfill their potential, it is essential to examine the factors underlying poverty-related achievement gaps. This study investigates the extent to which EF explains disparities in academic outcomes among South African preschool children.

This study uses latent profile analysis to examine how individual patterns of play (social, solitary, reticent, and rough-and-tumble), language (vocabulary and pragmatic language), and attention are associated, and how relevant covariates predict profile membership.