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  • 1.
    Änggård, Eva
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Att skapa platser i naturmiljöer: Om hur vardagliga praktiker i en I Ur och Skur-förskola bidrar till att ge platser identitet2012In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 5, no 10, p. 1-16Article in journal (Refereed)
    Abstract [en]

    The purpose of this paper is to use data from an ethnographic study to analyse how places are given identities in an outdoor preschool. The preschool had 32 children between 1½ and 6 years divided in two groups. Each group had chosen their ‘own’ place that they generally visited three days a week. On the way to the places the same paths were used every day. Within the places different parts were used for normal preschool activities like eating, sleeping or playing. When the staff dramatized and the children played fantasy play the places were loaded with symbolic meanings. All these practices contributed to the process where the places were given identity.

  • 2.
    Änggård, Eva
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Children's gendered and non-gendered play in natural spaces2011In: Children, Youth and Environments, ISSN 1546-2250, E-ISSN 1546-2250, Vol. 21, no 2, p. 5--33Article in journal (Refereed)
    Abstract [en]

    This paper concerns gender aspects of children’s play in nature environments. In an ethnographic study, children between 1½ and 6 years in a Swedish outdoor preschool were videotaped during time for free play. Four different play themes were particularly popular among the children: war and superhero play, family play, animal play and physical play. Each one of these themes has been analyzed from two perspectives: how nature resources are used and which gender positions they provide. Within the themes, nature’s affordances are used in various ways. Similarly, a range of gender positions is evident across the themes. The superhero theme includes exclusively gender-stereotyped masculine play positions, while the family theme includes both traditional gender positions and possibilities for transgressions. Further, animal play as well as physical play provides non-gendered play positions. Natural environments are not gender-coded in themselves and they invite certain play activities where girls and boys play together. Thus, nature spaces seem to offer good opportunities to promote gender equity.

  • 3.
    Änggård, Eva
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Children’s relations to outdoor places through the lenses of digital cameras2012In: Abstract book, EECERA 2012, 2012, p. 39-40Conference paper (Refereed)
    Abstract [en]

    The aim of this paper is to discuss possibilities and limitations using children’s photographs, a research method that has been more frequent during the last years. The paper is based upon an on-going study about children’s relations to outdoor places. In all, 42 children between sex and eight years old, at two primary schools with outdoor education programmes, participated in the study. The children took photos with digital cameras during walks in the school yards and in nature environments. They were asked to show places for their play and other activities. Thereafter, ten girls and ten boys were interviewed about their photographs. The children were informed about the project and that their participation was voluntary. In the analysis the concept of intra-activity (Barad 2007) was used. The concept implies that not only humans but also material objects possess agency. This emphasizes the interplay between children, cameras and outdoor environment. The result indicates that children are empowered when they are given cameras. The cameras, as well as the photos, also help children to reflect over and communicate their experiences of the outdoor environment. However, the cameras as well as discursive factors concerning photography also influence the children and the research process. They invite children to activities of social and explorative character, activities that sometimes do not coincide with the purpose of the study, i.e. to investigate children’s relations to outdoor places. Digital cameras could be important devices for teachers and researchers who want empower children and take part in their experiences.

  • 4.
    Änggård, Eva
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Digital cameras: agents in research with children2015In: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 13, no 1, p. 1-13Article in journal (Refereed)
    Abstract [en]

    In a study on children’s relations to outdoor places, 41 6- to 8-year-old children took photos with digital cameras during walks in schoolyards and nature environments. In the present article, the cameras and their role in the research process are in focus. A materialist approach has guided the analysis (Barad 2003, 2007). The research process is seen as a materialist-discursive phenomenon in which several human and nonhuman agents intra-act. The results indicate that the cameras give rise to explorative activities and function as a third party in social situations. These activities occasionally counteract the purpose of the study.

  • 5.
    Änggård, Eva
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Ett år i ur och skur: utomhuspedagogik i förskolan2014 (ed. 1)Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Under de senaste decennierna har intresset för utomhuspedagogik ökat i Sverige. Den första I Ur och Skur-förskolan startade 1985 på Lidingö och idag finns drygt 200 sådana enheter av vilka några är skolor och de flesta förskolor. Den här boken handlar om en sådan förskola som författaren i egenskap av forskare följde under ett läsår. Hon samlade in data med hjälp av olika metoder – deltagande observation, videoinspelningar, intervjuer och fotografier. Författaren visar med konkreta exempel hur naturmiljöer- och material används av personal och barn och hur den vardagliga verksamheten ser ut. Vidare redovisar hon personalens och föräldrarnas tankar om varför det är värdefullt för barn att vistas i naturmiljö redovisas. Verksamheten diskuteras med hjälp av teoretiska begrepp hämtade från kulturgeografi, barndomssociologi och pedagogik. Författaren knyter också an till aktuell debatt om vad det innebär att vara barn i dagens samhälle där företeelser som urbanisering, konsumtion och medieanvändning ökar i betydelse.

    Boken vänder sig till förskollärarstudenter, förskolepersonal, föräldrar till förskolebarn och andra med intresse för utomhuspedagogik. Den är tänkt att användas i utbildning av förskollärare och annan förskolepersonal och som inspiration för pedagoger som vill arbeta mera med utomhuspedagogik i ”vanlig” förskoleverksamhet. Den är också användbar för I Ur- och Skurpersonal som vill diskutera och utveckla sin pedagogik och synliggöra den för allmänheten.

  • 6.
    Änggård, Eva
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Föräldrars tankar om naturens betydelse för barn2009Collection (editor) (Other academic)
  • 7.
    Änggård, Eva
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Gåturer kan ge barn inflytande i förskolans vardag2013Conference paper (Other academic)
    Abstract [sv]

    Under de senaste årtiondena har barndomssociologin etablerats som forskningsfält. Intresset riktas mot barn som social grupp och barn ses som kompetenta samhällsmedlemmar med förmåga att bidra till kunskapsproduktionen. Olika forskningsmetoder som kan göra det möjligt för barn att delta aktivt i forskningsprocesser har prövats.

    En sådan metod är promenader, så kallade gåturer, där barn och forskare tillsammans rör sig i barns vardagsmiljöer. Under gåturerna berättar barnen om sina erfarenheter för forskaren. Metoden ger barn möjlighet att uttrycka sig på flera sätt än verbalt. Förkroppsligade erfarenheter kan exempelvis komma till uttryck när de samspelar med miljön och minnen väcks när de får syn på föremål. I artikeln analyseras videoinspelade gåturer med 6-8-åringar som deltagit i ett VR-finansierat projekt. Erfarenheterna tas som utgångspunkt för en diskussion om hur metoden kan användas förskoledidaktiskt, för att ge små barn möjlighet att uttrycka sig och påverka sin vardag.

  • 8.
    Änggård, Eva
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Gåturer som forskningsmetod med barn2014Conference paper (Refereed)
  • 9.
    Änggård, Eva
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Gåturer som forskningsmetod med barn2015In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, ISSN 1653-1868, no 1, p. 93-116Article in journal (Refereed)
    Abstract [en]

    During the last decades there is a growing interest in children's experiences of their everyday environments, both in research and pedagogical practices. Research methods that enable children to participate actively in research processes have been developed. One such method is based on walks, in which children guide a researcher in their everyday environments. The present article aims to analyze experiences from such walks. The walks were part of a project where children’s relations to outdoor places, in nature environments and in schoolyards, were explored. 41 children, aged six to eight years, participated in 39 videotaped walks. The children photographed with digital cameras during the walks. The analysis shows that walks enable children to express themselves verbally as well as non-verbally, by telling and demonstrating what can be done in the different places. Embodied experiences are manifested when children interplay with the environment and memories are evoked when they catch sight of objects and places. Furthermore, children are empowered by deciding the route and what they chose to show. The method is useful both for researchers and practitioners in order to know how children experience their everyday environment.

  • 10.
    Änggård, Eva
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    How matter comes to matter in children's nature play: posthumanist approaches and children's geographies2016In: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 14, no 1, p. 77-90Article in journal (Refereed)
    Abstract [en]

    In the present paper, a posthumanist approach is used to analyse children's play activities in natural environments. The aim is to analyse intra-actions between children, the material environment and discourses, with a focus on the material and embodied aspects of these intra-actions. Forty-two children between six and eight years and from two Swedish schools participated in the study. Video observations of play activities have been the most important data source. For the analysis of how matter acts', play with sensorimotor content has been distinguished from play with symbolic content. In sensorimotor play, matter seems to talk' more directly to children's hands and bodies. In play activities with symbolic content, matter works both directly and through discourses, when objects are given symbolic meaning. In both kinds of play, discursive practices in the peer groups are influential.

  • 11.
    Änggård, Eva
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    How matter comes to matter in children’s outdoor playManuscript (preprint) (Other academic)
    Abstract [en]

    In the present paper, a posthumanist approach is used to analyse children’s play activities in outdoor environments. A total of 42 children between 6 and 8 years participated in the study. Video observations of play activities have been analysed with a focus on intra-actions between children, the physical environment, and discourses. The analysis shows that these intra-actions are not the same in different kinds of play activities. In play activities without symbolic content, matter seems to ‘talk’ directly to children’s hands and bodies. In play activities with symbolic content, discourses work through matter when objects are given symbolic meaning.

  • 12.
    Änggård, Eva
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    How matter comes to matter in children’s outdoor play2013Conference paper (Refereed)
    Abstract [en]

    Within children’s geographies the need for studies of materiality and how it affects children has been pointed out. Posthumanist approaches provide tools for such analysis, and in the present paper Karen Barad’s (2007) concept of intra-activity is used to analyse children’s play activities in outdoor environments. The paper is a part of an ongoing project, concerning children’s relations to outdoor places. A total of 41 children between 6 and 8 years in two different schools participated in the study. They were enrolled in a special school form based on outdoor education. A variety of methods were combined in the project; the present paper is based mainly on video observations of play activities and walking tours on schoolyards and in natural environments. Different play activities are analysed with focus on the intra-activity between children, children’s bodies, the physical environment, play themes and other discursive agents. The analysis shows that all those agents have impact on the play activities and the way they evolve. Furthermore, children develop play practices connected to the physical environment. Those practices are part of local peer cultures that are mediated and negotiated among the children.

  • 13.
    Änggård, Eva
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Lek i skogen mera jämställd?2009In: Locus, ISSN 1100-3197, no 2, p. 3-19Article in journal (Other (popular science, discussion, etc.))
  • 14.
    Änggård, Eva
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Making Use of "Nature" in an Outdoor Preschool: Classroom, Home and fairyland2010In: Children, Youth and Environments, Vol. 20, no 1, p. 4-25Article in journal (Refereed)
    Abstract [en]

    In Swedish preschools, visits to nature environments are traditionally seen as

    important, and during the past two decades, interest in outdoor education has

    increased. This article concerns different ways of talking about and making use of

     

    nature in everyday activities in a Swedish preschool with an outdoor focus. The

    researcher studied 32 children between 1½ and 6 years old and their teachers

    during a one-year period. The data collected include ethnographic material such as

    video observations, interviews and local documents. The analysis indicates that

    nature is used in three ways: as a classroom where children learn about nature, as

    a home—a peaceful place for eating, sleeping and playing, and as an enchanted

    world, a fairyland.

     

  • 15.
    Änggård, Eva
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Naturen som klassrum, hem och sagovärld2009In: Naturen som symbol för den goda barndomen / [ed] Gunilla Halldén, Stockholm: Carlsson , 2009, p. 78-105Chapter in book (Other academic)
  • 16.
    Änggård, Eva
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Skogen som lekplats: naturens material och miljöer som resurser i lek2009In: Nordic studies in education, ISSN 1891-5949, no 2, p. 221-234Article in journal (Refereed)
1 - 16 of 16
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