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Wiggins Young, Sally, ProfessorORCID iD iconorcid.org/0000-0002-3307-0748
Publications (10 of 86) Show all publications
Törnqvist, T., Ekstedt, M., Wiggins Young, S. & Abrandt Dahlgren, M. (2023). Connecting knowledge: First-year health care students learning in early interprofessional tutorials. Journal of Interprofessional Care, 37(5), 758-766
Open this publication in new window or tab >>Connecting knowledge: First-year health care students learning in early interprofessional tutorials
2023 (English)In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 37, no 5, p. 758-766Article in journal (Refereed) Published
Abstract [en]

Collaboration across professional boundaries is an essential aspect of health care, and interprofessional education (IPE) is a common way to help increase students collaborative abilities. Research on how and when IPE should be arranged in a curriculum remains, however, inconclusive. How students actually develop interprofessional competencies have been difficult to demonstrate and is still an under-researched area. Studying IPE in context is therefore important to understand its full complexity. This paper examines how students work with scenarios from professional health care contexts when learning together in interprofessional problem-based learning tutorials during the first year of undergraduate education. The data are video-recorded tutorials of students from medicine, nursing, occupational therapy, speech and language pathology, and physiotherapy programmes. The analysis focuses on students discussing their readings of the literature. Drawing on "Communities of Practice," findings show that students discuss and connect professional knowledge, with "brokers" (the tutors) and "boundary objects" (scenarios) supporting the emergence of students professional knowledge. The scenarios, as boundary objects, also enabled the students to turn into brokers themselves. The paper contributes to research on interprofessional learning and offers support for implementing IPE in the early stages of undergraduate education.

Place, publisher, year, edition, pages
TAYLOR & FRANCIS INC, 2023
Keywords
Boundary objects; brokers; communities of practice; interprofessional education; video-analysis
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-191192 (URN)10.1080/13561820.2022.2162021 (DOI)000906335900001 ()36588170 (PubMedID)
Available from: 2023-01-24 Created: 2023-01-24 Last updated: 2024-02-20Bibliographically approved
Wiggins Young, S., Willemsen, A. & Cromdal, J. (2023). Eating Prickly Peas: Sharing Play Worlds During Preschool Meals. International Journal of Early Childhood
Open this publication in new window or tab >>Eating Prickly Peas: Sharing Play Worlds During Preschool Meals
2023 (English)In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658Article in journal (Refereed) Epub ahead of print
Abstract [en]

Play has long been understood as an important pedagogical practice, particularly in early childhood education and care settings. Playing with food, however, has typically been overlooked, and very little is known about food play during mealtimes. The apparent dichotomy between rule-following and playfulness at mealtimes has led to a paucity of research on playing while eating. This paper raises the profile of food play and examines instances in which young children initiate pretend play with their food during shared mealtimes. Data are taken from a large corpus of video-recorded lunches in Swedish preschools, and episodes featuring pretend play with food were analysed using multimodal interaction analysis. The results illustrate how play signalling is multimodally achieved, directed first to teachers, often involves other children, and enables the multiactivity of playing and eating. Children invited teachers into their imaginary worlds and teacher’s responses enabled the play narrative to develop and co-exist with the institutional demands of eating lunch together. The paper provides empirical evidence that pretend play with food during meals offers affordances for generating and sharing imaginary worlds with teachers and peers.

Place, publisher, year, edition, pages
Springer, 2023
Keywords
Early childhood education; Eating practices; Food; Mealtimes; Multimodal; Pretend play
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-199277 (URN)10.1007/s13158-023-00380-z (DOI)001104908900001 ()2-s2.0-85177590850 (Scopus ID)
Funder
Swedish Research Council, VR2019-03890Linköpings universitet
Note

Funding: Vetenskapsrdet [EECERA 2022, DMCA2022, IPrA2023]; Swedish Research Council

Available from: 2023-11-23 Created: 2023-11-23 Last updated: 2023-12-21Bibliographically approved
Cromdal, J., Wiggins Young, S. & Willemsen, A. (2023). Food for fantasy: Sharing imaginary worlds during preschool meals.. In: : . Paper presented at Children & Youth Perspectives Conference: Theory, Research and Practice in European Context. Prague, Czech Republic, September 14-16, 2023.. , Article ID 2.3.5.
Open this publication in new window or tab >>Food for fantasy: Sharing imaginary worlds during preschool meals.
2023 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Play has long been understood as an important pedagogical practice, particularly in ECEC  settings, yet playing with food during mealtimes has been overlooked or undervalued. The apparent dichotomy between rule-following and playfulness at mealtimes has led to a paucity of research on food play. Adopting an ethnomethodological approach that seeks to describe social activities from the participants’ own perspectives, this paper examines instances in which young children initiate pretend play with their food during mealtimes. Data is taken from a large corpus of video-recorded lunches in Swedish preschools and a collection of pretend play sequences were analysed using multimodal conversation analysis. The results show that pretend play is multimodally achieved, directed first to teachers, often involves other children, and enables the multiactivity of playing and eating. Moreover, the analysis illustrates how food is handled to allow for the initiation of pretence scenarios and for sharing those imaginary worlds with other participants at the table, especially the teachers. Accepting the invitation, teacher’s responses were fitted to narratively build on and contribute to the imaginary events, while at the same time orienting towards the progression of the meal. The findings are discussed in terms of the pedagogical work of teachers, whose efforts to ratify the children’s perspectives and trigger their imagination co-exist with the institutional demands of eating lunch together.

Keywords
child-teacher interaction, preschool mealtimes, pretend play
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology) Other Humanities not elsewhere specified
Identifiers
urn:nbn:se:liu:diva-198108 (URN)
Conference
Children & Youth Perspectives Conference: Theory, Research and Practice in European Context. Prague, Czech Republic, September 14-16, 2023.
Projects
Barn, Bord och Broccoli
Available from: 2023-09-25 Created: 2023-09-25 Last updated: 2023-12-11Bibliographically approved
Willemsen, A., Wiggins Young, S. & Cromdal, J. (2023). Kreativt ätande: Mat och låtsaslek i förskolans måltider. In: : . Paper presented at Nationell konferens i pedagogiskt arbete, August 16-17th, Norrköping, Sweden.
Open this publication in new window or tab >>Kreativt ätande: Mat och låtsaslek i förskolans måltider
2023 (Swedish)Conference paper, Oral presentation only (Other academic)
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology) Other Humanities not elsewhere specified
Identifiers
urn:nbn:se:liu:diva-198131 (URN)
Conference
Nationell konferens i pedagogiskt arbete, August 16-17th, Norrköping, Sweden
Available from: 2023-09-26 Created: 2023-09-26 Last updated: 2023-10-04Bibliographically approved
Willemsen, A., Wiggins Young, S. & Cromdal, J. (2023). Prickly peas and potato walls: The affordances of food pretend play during preschool lunches in Sweden. In: : . Paper presented at IPrA18 2023, July 9-14th, Brussels, Belgium.
Open this publication in new window or tab >>Prickly peas and potato walls: The affordances of food pretend play during preschool lunches in Sweden
2023 (English)Conference paper, Oral presentation with published abstract (Other academic)
National Category
Other Humanities not elsewhere specified Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Identifiers
urn:nbn:se:liu:diva-198134 (URN)
Conference
IPrA18 2023, July 9-14th, Brussels, Belgium
Available from: 2023-09-26 Created: 2023-09-26 Last updated: 2023-10-04Bibliographically approved
Wiggins, S., Cromdal, J. & Willemsen, A. (2023). Taking the first bite: Childrens' tasting of unfamiliar food during preschool lunches. In: : . Paper presented at International Conference on Conversation Analysis (ICCA).
Open this publication in new window or tab >>Taking the first bite: Childrens' tasting of unfamiliar food during preschool lunches
2023 (English)Conference paper, Oral presentation only (Refereed)
National Category
Psychology (excluding Applied Psychology)
Identifiers
urn:nbn:se:liu:diva-196246 (URN)
Conference
International Conference on Conversation Analysis (ICCA)
Funder
Swedish Research Council, 2019-03890
Available from: 2023-07-07 Created: 2023-07-07 Last updated: 2023-07-07
Wiggins Young, S., Cromdal, J. & Willemsen, A. (2023). Taking the first bite: Childrens’ tasting of unfamiliar foods during preschool lunches. In: : . Paper presented at ICCA23, June 26th-July 2nd, Brisbane, Australia.
Open this publication in new window or tab >>Taking the first bite: Childrens’ tasting of unfamiliar foods during preschool lunches
2023 (English)Conference paper, Oral presentation with published abstract (Other academic)
National Category
Other Humanities not elsewhere specified Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Identifiers
urn:nbn:se:liu:diva-198133 (URN)
Conference
ICCA23, June 26th-July 2nd, Brisbane, Australia
Available from: 2023-09-26 Created: 2023-09-26 Last updated: 2023-10-04Bibliographically approved
Wiggins, S. & Keevallik, L. (2023). Transformations of disgust in interaction: The intertwinement of face, sound, and the body. Social Interaction. Video-Based Studies of Human Sociality, 6(2)
Open this publication in new window or tab >>Transformations of disgust in interaction: The intertwinement of face, sound, and the body
2023 (English)In: Social Interaction. Video-Based Studies of Human Sociality, E-ISSN 2446-3620, Vol. 6, no 2Article in journal (Refereed) Published
Abstract [en]

Expressions of disgust have typically been studied as isolated faces or voices but rarely as embodied practices in everyday interaction. Building on multimodal interactional research on emotions and sensoriality, this paper addresses disgust as a unique topic at the intersection between psychological theory and interactional facts. A case of an adult enacting post-consumption disgust is analysed, detailing the transformation of the facial, auditory, and embodied expressions across interactional sequences and in collaboration with others. The paper showcases the variability of disgust expressions and their involvement in social actions such as displaying stamina or stoicism toward challenges.

Place, publisher, year, edition, pages
Copenhagen, Denmark: Institut for Nordiske Studier og Sprogvidenskab (NorS), 2023
Keywords
disgust, embodiment, facial, multimodal, vocal
National Category
Psychology (excluding Applied Psychology) Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:liu:diva-194564 (URN)10.7146/si.v6i2.134841 (DOI)
Available from: 2023-06-08 Created: 2023-06-08 Last updated: 2023-07-06Bibliographically approved
Willemsen, A., Wiggins, S. & Cromdal, J. (2023). Young Children’s mealtimes and eating practices in early childhood education and care: A scoping review of 30 years of research from 1990 to 2020. Educational Research Review, 38, Article ID 100503.
Open this publication in new window or tab >>Young Children’s mealtimes and eating practices in early childhood education and care: A scoping review of 30 years of research from 1990 to 2020
2023 (English)In: Educational Research Review, ISSN 1747-938X, E-ISSN 1878-0385, Vol. 38, article id 100503Article, review/survey (Refereed) Published
Abstract [en]

Young children’s eating practices and mealtimes within early childhood education and care have attracted considerable attention over the past 30 years, with an increasing focus on nutrition and family-style meals. Research in this field is typically conducted in parallel strands that would benefit from an overview perspective and critical discussion. This article addresses that need, reviewing international research from 166 empirical papers published between January 1990 to December 2020. A scoping literature review was used to inductively identify three core areas of research: i) factors influencing children’s eating practices, ii) teacher’s and children’s perspectives on mealtimes, and iii) situated meal practices. Key trends included a focus on repeated exposure, modeling behavior, teachers’ feeding practices, rules and norms vs. playfulness, and participation in the meal as event. Future research could work across disciplinary boundaries and combine a focus on nutritional concerns with an examination of the multimodal interaction within the mealtimes.

Place, publisher, year, edition, pages
Elsevier, 2023
Keywords
Early childhood education and care, Eating practices, Kindergarten, Meals, Preschool, Young children
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-190892 (URN)10.1016/j.edurev.2022.100503 (DOI)000914063000001 ()
Funder
Swedish Research Council, 2019-03890
Note

Funding: Swedish Research Council (Vetenskapsrdet) [2019-03890]

Available from: 2023-01-05 Created: 2023-01-05 Last updated: 2023-07-10Bibliographically approved
Wiggins, S., Willemsen, A. & Cromdal, J. (2022). When children play with their food: Analysing pretend play as a social event during Swedish preschool lunches.. In: : . Paper presented at EECERA, Glasgow, Scotland, August 23-26, 2022..
Open this publication in new window or tab >>When children play with their food: Analysing pretend play as a social event during Swedish preschool lunches.
2022 (English)Conference paper, Oral presentation only (Other academic)
National Category
Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:liu:diva-194015 (URN)
Conference
EECERA, Glasgow, Scotland, August 23-26, 2022.
Available from: 2023-05-22 Created: 2023-05-22 Last updated: 2023-07-10Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3307-0748

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