Ingrid Pramling Samuelsson
Department of Education, Communication & Learning University of Gothenburg Göteborg Sweden About Ingrid Pramling Samuelsson Research interests My research career started with the INOM group, directed by Ference Marton. I devoted my efforts to applying the phenomenographic research approach to research on children. My dissertation, The Child’s Conception of Learning, described how children become aware of their own learning. This sparked an interest in metacognitive issues. My research interest then came to focus more on didactic issues, that is, how preschools can contribute to children’s learning. Two projects were carried out using phenomenographically inspired pedagogy (publ. in Att lära barn lära (Teaching Children to Learn) and Kunnandets grunder (The Foundations of Knowing)). I have also devoted my research time to children’s learning in literature, ethics, mathematics, and ICT, as well as the youngest children in preschool. Further, I worked on a meta-analysis of all the empirical research performed in our research group regarding and developing a theoretical foundation for preschool education science (publ. in Det lekande lärande barnet - i en utvecklingspedagogisk teori (The Playing Learning Child—A Theory of Educational Development)). I am presently involved in the project: "Can play and learning be integrated in a goal-driven practice?" and in two recently started projects: Children’s Early Learning, where we will be monitoring children from the age of two in 40 preschool groups to look at children’s learning in relation to qualitative issues and: How can metacognitive dialogues contribute to children’s learning about things unknown to them—with a focus on music, movement, and drama.Department of Education, Communication & Learning University of Gothenburg Göteborg Sweden About Ingrid Pramling Samuelsson Research interests My research career started with the INOM group, directed by Ference Marton. I devoted my efforts to applying the phenomenographic research approach to research on children. My dissertation, The Child’s Conception of Learning, described how children become aware of their own learning. This sparked an interest in metacognitive issues. My research interest then came to focus more on didactic issues, that is, how preschools can contribute to children’s learning. Two projects were carried out using phenomenographically inspired pedagogy (publ. in Att lära barn lära (Teaching Children to Learn) and Kunnandets grunder (The Foundations of Knowing)). I have also devoted my research time to children’s learning in literature, ethics, mathematics, and ICT, as well as the youngest children in preschool. Further, I worked on a meta-analysis of all the empirical research performed in our research group regarding and developing a theoretical foundation for preschool education science (publ. in Det lekande lärande barnet - i en utvecklingspedagogisk teori (The Playing Learning Child—A Theory of Educational Development)). I am presently involved in the project: "Can play and learning be integrated in a goal-driven practice?" and in two recently started projects: Children’s Early Learning, where we will be monitoring children from the age of two in 40 preschool groups to look at children’s learning in relation to qualitative issues and: How can metacognitive dialogues contribute to children’s learning about things unknown to them—with a focus on music, movement, and drama.
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About Ingrid Pramling Samuelsson
Department of Education, Communication & Learning University of Gothenburg Göteborg Sweden About Ingrid Pramling Samuelsson Research interests My research career started with the INOM group, directed by Ference Marton. I devoted my efforts to applying the phenomenographic research approach to research on children. My dissertation, The Child’s Conception of Learning, described how children become aware of their own learning. This sparked an interest in metacognitive issues. My research interest then came to focus more on didactic issues, that is, how preschools can contribute to children’s learning. Two projects were carried out using phenomenographically inspired pedagogy (publ. in Att lära barn lära (Teaching Children to Learn) and Kunnandets grunder (The Foundations of Knowing)). I have also devoted my research time to children’s learning in literature, ethics, mathematics, and ICT, as well as the youngest children in preschool. Further, I worked on a meta-analysis of all the empirical research performed in our research group regarding and developing a theoretical foundation for preschool education science (publ. in Det lekande lärande barnet - i en utvecklingspedagogisk teori (The Playing Learning Child—A Theory of Educational Development)). I am presently involved in the project: "Can play and learning be integrated in a goal-driven practice?" and in two recently started projects: Children’s Early Learning, where we will be monitoring children from the age of two in 40 preschool groups to look at children’s learning in relation to qualitative issues and: How can metacognitive dialogues contribute to children’s learning about things unknown to them—with a focus on music, movement, and drama.
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Play-Responsive Teaching in Early Childhood Education
This open access book develops a theoretical concept of teaching that is relevant to early childhood education, and based on children’s learning and development through play. It discusses theoretical premises and research on playing and learning, and proposes the development of play-responsive didaktik. It examines the processes and products of learning and development, teaching and its phylogenetic and ontogenetic development, as well as the ‘what’ of learning and didaktik. Next, it explores the actions, objects and meaning of play and provides insight into the diversity of beliefs about the practices of play. The book presents ideas on how combined research and development projects can be carried out, providing incentive and a model for practice development and research. The second part of the book consists of empirical studies on teacher’s playing skills and examples of play with very young as well as older children.
