The study in this paper aims to contribute knowledge about what characterizes STREAM didaktik in preschool based on a theory-informed teaching arrangement in an ULF network. The study is guided by the question: What can characterize STREAM didaktik in preschool with a focus on literac/y/(ies) in what and who/whichquestions?

This study explores the factors influencing the adoption of Digital Educational Resources (DER) among Early Childhood Education (ECE) teachers in Spain. (pdf)

The purpose of this article is to build knowledge of what can characterize the “didaktik-where” question in theory-informed preschool teaching arrangements trialed in an ULF network. (pdf).

This article explores preschool teachers’ experiences of conducting analysis of their own and each other’s spontaneously arising teaching situations. (pdf).

Using children’s literature in different formats is a well-established pedagogical approach for discussing existential questions with young children. This study analyses two books: Goodbye, Mr. Muffin and The Visit from Little Death. The linguistic and visual analyses shed light on the narrative structures, participant roles, and various semiotic elements in these books.

The aim is to investigate what challenges preschool staff may face when they put preschool inclusion into practice and to locate, present and synthesise recommended evidence-based ways of overcoming these challenges. 

This study investigates young children’s embodied, emplaced, and experienced learning in the context of sacred spaces. In the study, a group of 5–7-year-old Finnish preschoolers participated in four site visits to churches and mosques. 

The Swedish preschool sector, R&D programmes and ULF projects based on the didaktik ‘who’ question. The study examines the Swedish preschool sector and its governing school authorities in relation to participation in R&D programmes and ULF projects, using the didaktik ‘who’ question. (pdf).

The current study examined the relation between family functioning and multi-step task success in pre-school aged children. Executive function was assessed using the Preschool Executive Task Assessment (PETA), a performance-based measure of executive function that reflects a novel multi-step task (N = 119; Mage = 5.85 years, SD = 0.62). (pdf)

Adult–child pedagogical interactions in the home and in preschool: what commonalities can pre-schoolers experience in the context of cognitive development? (pdf)

I denne artikkelen problematiseres bærekraftige barnehagepraksiser med materialer. Gjennom digitale fokusgrupper med barnehagelærere fra nettverket «Rommets kraft» utforsket jeg hvordan pedagogisk dokumentasjon kan bidra til at barnehagelærere øker sin kunnskap, eller får økt kunnskap, eller bidra til økt kunnskap hos barnehagelærere om bærekraftige perspektiver på rom og materialer. Begrepene kompost og response-ability utforskes teoretisk og analytisk innenfor…

I denne studien undersøkes hvordan norske femåringer forstår og anvender begrepet «rettferdighet» i stokastiske situasjoner som oppstår i barns frilek. Til tross for at sannsynlighet ikke er et tema i rammeplanen for barnehagen, indikerer funn fra prosjektet Stochastics in Children’s Outdoor Play (SCOP) at barn intuitivt engasjerer seg i stokastiske resonnementer når de møter situasjoner…