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Björk-Willen, Polly
Publications (10 of 30) Show all publications
Björk-Willen, P. (2018). Learning to Apologize: Moral socialization as an interactional practice in preschool. Research on Children and Social Interaction, 2(2), 177-194
Open this publication in new window or tab >>Learning to Apologize: Moral socialization as an interactional practice in preschool
2018 (English)In: Research on Children and Social Interaction, ISSN 2057-5807, Vol. 2, no 2, p. 177-194Article in journal (Refereed) Published
Abstract [en]

This article explores the apology practices that occur among young chil- dren, aged 1–4 years, and their preschool teachers in a Swedish preschool.More specifically, it aims to analyse how apology events are framed and interactively accomplished, and how children reproduce apology in peer play. Earlier studies have shown that the apology practices of adults and children have different agendas, although children’s apology practices echo those of adults. Approaching the participants’ perspectives, the analyses show that the apology practices at preschool have a ritualized framework. This consists of (i) clarifying the source of the conflict, (ii) highlighting the moral order, and (iii) verbalizing and embodying the apology. The analyses show how the children transform the apology practices into their pretend play, whereby they display moral stances and get support for individual aims.

Place, publisher, year, edition, pages
UK: Equinox Publishing, 2018
Keywords
moral order; preschool; preschoolers; social interaction
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-153773 (URN)10.1558/rcsi.37387 (DOI)
Projects
Barns känslor- och moralisk socialisation i förskolor och familjer
Funder
Swedish Research Council, 3510220200
Available from: 2019-01-09 Created: 2019-01-09 Last updated: 2019-01-16Bibliographically approved
Björk-Willen, P. (2018). Lek, samspel och flerspråkande (1ed.). In: Polly Björk-Willén (Ed.), Svenska som andraspråki förskolan: (pp. 72-89). Stockholm: Natur och kultur
Open this publication in new window or tab >>Lek, samspel och flerspråkande
2018 (Swedish)In: Svenska som andraspråki förskolan / [ed] Polly Björk-Willén, Stockholm: Natur och kultur, 2018, 1, p. 72-89Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2018 Edition: 1
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-150992 (URN)978-91-27-82274-0 (ISBN)
Available from: 2018-09-08 Created: 2018-09-08 Last updated: 2019-01-11
Björk-Willen, P., Pramling, N. & Simonsson, M. (2018). Språkundervisning i förskolan: Teoretiska principer och empiriska exempel. Barn, 36(3-4), 39-57
Open this publication in new window or tab >>Språkundervisning i förskolan: Teoretiska principer och empiriska exempel
2018 (Swedish)In: Barn, ISSN 0800-1669, E-ISSN 2535-5449, Vol. 36, no 3-4, p. 39-57Article in journal (Refereed) Published
Abstract [en]

The notion of teaching is theoretically conceptualized in a manner relevant to the context of preschool. This concept is grounded in evolutionary and a pedagogical-psychological theory, with reference to Barnett, Rommetveit, Tomasello, and Vygotsky. The basis of teaching is found in people’s tendencies to make known to others what they themselves have seen/realized. Institutions such as preschool and school are understood as societal means for maintaining accumulated experience with the growing generation, something that puts teaching to the foreground. Empirical examples of language teaching in contemporary preschool are given and analyzed. Some important features of the concept of teaching as here theorized and exemplified are responsivity, language practices, the tension between intersub- jectivity and alterity, the variation of children’s experience, play and playfulness. The importance of basing theoretical accounts of teaching as a preschool activity on empirical research is emphasized.

Abstract [sv]

I artikeln teoretiseras ett undervisningsbegrepp relevant för förskolans verksamhet. Teoretiskt grundas detta begreppsliggörande i såväl ett evolutionärt som i ett pedagogiskt-psykologiskt perspektiv. Några centrala teoretiker vi bygger på är Barnett, Rommetveit, Tomasello och Vygotskij. Vi lokaliserar grunden till undervisning i människors tendens att göra sådant de själva sett/insett synligt också för andra. Institutioner såsom förskolan och skolan förstås här som sätt för samhället att främja bevarandet av ackumulerande erfarenheter hos den växande generationen, något som gör undervisning centralt. Vi ger empiriska exempel på hur språkundervisning kan gestalta sig i dagens förskola; aktiviteter som vi analyserar utifrån de teoretiska begrepp vi introducerar. Några av de begrepp vi skriver fram för att teoretisera undervisning mer allmänt och språkundervisning mer specifikt i förskolan är responsivitet, kommunikativa praktiker, spänningsfältet mellan intersubjektivitet och alteritet, polyfoni och barns skilda erfarenheter, samt lek och lekfullhet. Vikten av att teoretisera undervisning i förskolan utifrån empirisk forskning betonas.

Place, publisher, year, edition, pages
Norsk senter for barneforskning (Noseb), 2018
Keywords
språkundervisning, förskolan, kommunikativa praktiker
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-153780 (URN)10.5324/barn.v36i3-4.2896 (DOI)
Available from: 2019-01-09 Created: 2019-01-09 Last updated: 2019-01-16Bibliographically approved
Björk-Willen, P. (Ed.). (2018). Svenska som andraspråk i förskolan (1ed.). Stockholm: Natur och kultur
Open this publication in new window or tab >>Svenska som andraspråk i förskolan
2018 (Swedish)Collection (editor) (Other academic)
Abstract [sv]

Hur kan vi på bästa sätt stödja förskolebarns andraspråkslärande och flerspråkiga utveckling, så att de blir väl rustade att klara av skolan? Hur ska vi tänka och hur bedrivs en väl fungerande språkundervisning i svenska som andraspråk?

I den här teoretiska grundboken tar författarna upp centrala aspekter av förskolebarns två- och flerspråkiga utveckling och lärande ur olika perspektiv: språkliga, didaktiska, sociala, familjeorienterade och samhälleliga. Syftet med antologins olika kapitel är att ge en trygg kunskapsgrund att planera sin verksamhet utifrån i enlighet med förskolans nyreviderade läroplan.

Boken vänder sig till förskollärarutbildningen, verksamma förskollärare samt övrig förskolepersonal, förskolechefer och skolpolitiker.

Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2018. p. 157 Edition: 1
National Category
Learning Languages and Literature
Identifiers
urn:nbn:se:liu:diva-150991 (URN)9789127822740 (ISBN)
Available from: 2018-09-08 Created: 2018-09-08 Last updated: 2018-09-21Bibliographically approved
Nilsson, S., Bjorkman, B., Almqvist, A.-L., Almqvist, L., Björk-Willén, P., Donohue, D., . . . Hvit, S. (2015). Childrens voices - Differentiating a child perspective from a childs perspective. Developmental Neurorehabilitation, 18(3), 162-168
Open this publication in new window or tab >>Childrens voices - Differentiating a child perspective from a childs perspective
Show others...
2015 (English)In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 18, no 3, p. 162-168Article in journal (Refereed) Published
Abstract [en]

Objective: The aim of this paper was to discuss differences between having a child perspective and taking the childs perspective based on the problem being investigated. Methods: Conceptual paper based on narrative review. Results: The childs perspective in research concerning children that need additional support are important. The difference between having a child perspective and taking the childs perspective in conjunction with the need to know childrens opinions has been discussed in the literature. From an ideological perspective the difference between the two perspectives seems self-evident, but the perspectives might be better seen as different ends on a continuum solely from an adults view of children to solely the perspective of children themselves. Depending on the research question, the design of the study may benefit from taking either perspective. In this article, we discuss the difference between the perspectives based on the problem being investigated, childrens capacity to express opinions, environmental adaptations and the degree of interpretation needed to understand childrens opinions. Conclusion: The examples provided indicate that childrens opinions can be regarded in most research, although to different degrees.

Place, publisher, year, edition, pages
Informa Healthcare, 2015
Keywords
Child perspective; childs perspective; methodology
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-118973 (URN)10.3109/17518423.2013.801529 (DOI)000354216600004 ()23924164 (PubMedID)
Available from: 2015-06-08 Created: 2015-06-05 Last updated: 2017-12-04
Björk-Willén, P. (2015). Döma eller bedöma?: bedömningspraktiker avseende barns språkliga kompetenser. In: Gunnar Åsén (Ed.), Utvärdering & pedagogisk bedömning i förskolan: (pp. 142-155). Stockholm: Liber
Open this publication in new window or tab >>Döma eller bedöma?: bedömningspraktiker avseende barns språkliga kompetenser
2015 (Swedish)In: Utvärdering & pedagogisk bedömning i förskolan / [ed] Gunnar Åsén, Stockholm: Liber , 2015, p. 142-155Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2015
Keywords
Språkinlärning, Barn
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-115589 (URN)978-91-4711-195-4 (ISBN)
Available from: 2015-03-17 Created: 2015-03-17 Last updated: 2015-03-30Bibliographically approved
Bylund, A. & Björk-Willén, P. (2015). Multilingual becoming in reading: a picture storybook-reading-assemblage in early years education (1ed.). In: Sandie Mourão and Mónica Lourenco (Ed.), Early Years Second Language Education: International perspectives on theory and practice (pp. 78-92). Abingdon och New York: Routledge
Open this publication in new window or tab >>Multilingual becoming in reading: a picture storybook-reading-assemblage in early years education
2015 (English)In: Early Years Second Language Education: International perspectives on theory and practice / [ed] Sandie Mourão and Mónica Lourenco, Abingdon och New York: Routledge, 2015, 1, p. 78-92Chapter in book (Other academic)
Place, publisher, year, edition, pages
Abingdon och New York: Routledge, 2015 Edition: 1
Series
Routledge research in early childhood education
Keywords
multilingualism, preschool, literacy, Multiple Literacies Theory
National Category
Sociology
Identifiers
urn:nbn:se:liu:diva-117976 (URN)978-0-415-70527-1 (ISBN)978-1-315-88994-8 (ISBN)
Projects
Språkpolicy i flerspråkiga förskolor och familjer: institutionella och vardagliga praktiker
Funder
Swedish Research Council, 721-2011-5842
Available from: 2015-05-19 Created: 2015-05-19 Last updated: 2017-08-17
Björk-Willén, P. (2014). Berättande med flera språk (1ed.). In: Bim Riddarsporre, Barbro Bruce (Ed.), Berättande i förskolan: (pp. 51-70). Stockholm: Natur och kultur
Open this publication in new window or tab >>Berättande med flera språk
2014 (Swedish)In: Berättande i förskolan / [ed] Bim Riddarsporre, Barbro Bruce, Stockholm: Natur och kultur, 2014, 1, p. 51-70Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2014 Edition: 1
Keywords
Berättande, Förskolan
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-113984 (URN)9789127137837 (ISBN)
Available from: 2015-02-04 Created: 2015-02-04 Last updated: 2015-04-28Bibliographically approved
Björk-Willén, P. (2014). Föräldrasamverkan i förskolan ur ett språkligt mångfaldsperspektiv. In: Ove Sernhede och Ingegerd Tallberg Broman (Ed.), Segregation, utbildning och ovanliga lärprocesser: (pp. 123-142). Stockholm: Liber
Open this publication in new window or tab >>Föräldrasamverkan i förskolan ur ett språkligt mångfaldsperspektiv
2014 (Swedish)In: Segregation, utbildning och ovanliga lärprocesser / [ed] Ove Sernhede och Ingegerd Tallberg Broman, Stockholm: Liber, 2014, p. 123-142Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2014
National Category
Humanities
Identifiers
urn:nbn:se:liu:diva-105825 (URN)9789147111541 (ISBN)
Funder
Swedish Research Council, 4843 201700
Available from: 2014-04-09 Created: 2014-04-09 Last updated: 2017-01-27Bibliographically approved
Björk-Willén, P. & Aronsson, K. (2014). Preschoolers "Animation" of Computer Games. Mind, culture and activity, 21(4), 318-336
Open this publication in new window or tab >>Preschoolers "Animation" of Computer Games
2014 (English)In: Mind, culture and activity, ISSN 1074-9039, E-ISSN 1532-7884, Vol. 21, no 4, p. 318-336Article in journal (Refereed) Published
Abstract [en]

Research on preschool childrens computer gaming often focuses on interview data or parental reports, leaving open the examination of childrens actual game activity. This study explores how preschool children actually engage in gaming and their degrees of play immersion. Classroom observations of Swedish preschool childrens gaming revealed their involvement in computer games took the forms of responding to characters through instructed actions, recycling the game characters talk, and engaging in dialogues with the game characters as if they were "real." These results are discussed in relation to previous research on childrens play, and their implications for future research and educational policy.

Place, publisher, year, edition, pages
Taylor and Francis (Routledge): SSH Titles, 2014
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-112039 (URN)10.1080/10749039.2014.952314 (DOI)000342812900004 ()
Available from: 2014-11-17 Created: 2014-11-13 Last updated: 2017-12-05
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