English
norskBlar i forfatter "Dardanou, Maria"
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And why should I go to the museum? : the museum as a learning arena for the kindergarten : examples from Norway and Greece.
(Master thesis; Mastergradsoppgave, 2011-05-15)This study presents the concepts in practice regarding museum as a learning arena for kindergarten children. Information was obtained by kindergarten teachers both in Norway and in Greece, through questionnaires. The findings indicated that kindergarten teachers in Norway and in Greece have a positive attitude towards museum use in relation to their National Curriculum for the kindergarten. Consequently, ... -
Children’s Engineering Design Thinking Processes: The Magic of the ROBOTS and the Power of BLOCKS (Electronics)
(Journal article; Tidsskriftartikkel; Peer reviewed, 2020-01-01)This paper presents findings from an on-going international study of Early Childhood(EC) teachers’ and children’s use of internet-connected toys (IoToys) to understand possibilities for developing children’s cognitive capacities (e.g., creativity, inquiry, engineering design thinking). The study employed a Design Based Research (DBR) method, where teachers intentionally plan and deliver technologically ... -
Children’s participation in documentation processes in local outdoor spaces
(Journal article; Tidsskriftartikkel; Peer reviewed, 2023-10-10)This article describes a study that aimed to investigate how children perform and document Land Art in local places near their kindergarten and the visualization of their experiences through their drawings back in the kindergarten. Documentation is important for a kindergarten’s planning and evaluation of pedagogical practices and activities. Studies have shown that ... -
A cross-cultural exploration of early childhood educators’ beliefs and experiences around the use of touchscreen technologies with children under 3 years of age
(Journal article; Tidsskriftartikkel; Peer reviewed, 2020-03-11)This paper will discuss the beliefs and experiences of early childhood educators across three countries, England, Norway and Greece, in relation to the use of touchscreen technology with the youngest children in their settings. Building on previous research which explored parents’ perspectives, this study now extends the investigation to early childhood educators who play a key role in children’s ... -
The integration of the Internet of Toys in early childhood education: A platform for multi-layered interactions
(Journal article; Tidsskriftartikkel; Peer reviewed, 2020-03-03)This paper presents findings from an on-going international study of early childhood educators’ and children’s use of new digital technologies, such as the Internet of Toys (IoToys) and the pedagogic interactions which occur when these artefacts are integrated into classrooms. Based on qualitative methodology, data have been collected in four countries: Australia, Norway, Scotland and England. ... -
Kindergartens in Northern Norway as semiotic landscapes
(Journal article; Tidsskriftartikkel; Peer reviewed, 2021-04-20)Educational institutions have a responsibility to ensure that all children receive care and equal possibilities for development, independent of their linguistic and cultural background. However, there is little knowledge about how kindergartens ensure a welcoming and inspiring place for both transnational migrants, Indigenous children, and children from the majority population. Through a semiotic ... -
Om fargelegging, relasjoner og etikk i barnehage og skole
(Chronicle; Kronikk, 2022-11-01)Lærer Ketil Stokkan løfter i et innlegg i Nordlys fram sin bekymring knyttet til et skjema som skal kartlegge relasjonen mellom lærer og elev. Skjemaet angir fargekoder som gir karakteristikker av elever som for eksempel "lett å elske", "får det til å koke" eller "vanskelig å forstå". Læreren skal så gi eleven fargekoder ut fra sitt forhold til eleven. -
Planverkets blindsone? En analyse av profesjonsfaglig digital kompetanse i emneplanbeskrivelser for barnehagelærerutdanning
(Journal article; Tidsskriftartikkel; Peer reviewed, 2023-11-08)Denne studien er en systematisk undersøkelse av hvordan profesjonsfaglig digital kompetanse fremgår av læringsutbyttebeskrivelser i obligatoriske emner på barnehagelærerutdanningene i Norge. Vi har gjennomført en innholdsanalyse av emneplaner til 15 forskjellige studieprogrammer for barnehagelærerutdanning, noe som har resultert i analyse av 100 forskjellige emneplanbeskrivelser. Til tross for at ... -
Professional development for digital competencies in early childhood education and care. A systematic review
(Journal article; Tidsskriftartikkel; Peer reviewed, 2023-05-31)Digitalisation places new demands on the early childhood education and care (ECEC) workforce to navigate the care and well-being of children in the digital age. This literature review examines frameworks for digital competencies (DC) in education, with a focus on ECEC, as well as variation in DC requirements for ECEC staff with different responsibilities. It explores strategies for a successful ... -
Technology integrated pedagogical practices: A look into Evidence-based teaching and coherent learning for young children
(Journal article; Tidsskriftartikkel; Peer reviewed, 2020-03-20)In the last decade, in particular, understanding technology use within children’s play-based experiences has been an important concern for early childhood education researchers and practitioners (Danby et al. 2018; Stephen and Edwards 2018). The World Economic Forum (2019) has highlighted the pressing issue of the twenty-first-century skills gap related to the digital revolution and ways that educators ... -
Tracing the Ontological Beliefs of Norwegian Educators Concerning Technology use in Early Childhood Education and Care
(Journal article; Tidsskriftartikkel; Peer reviewed, 2024-04-24)Nested in the socio-cultural theory and the related concepts of dialogue in thinking (Mercer & Littleton, 2007) and dialogic teaching in classrooms (Mercer & Howe, 2012), this study explored knowledge and technology as dynamic meaning-making processes in Norwegian early childhood education and care (ECEC) settings. Group-reflections from thirteen Norwegian early childhood educators and their ... -
Use of touchscreen technology by 0–3-year-old children: Parents’ practices and perspectives in Norway, Portugal and Japan
(Journal article; Tidsskriftartikkel; Peer reviewed, 2020-07-05)This paper discusses findings from online surveys completed by parents of 0–3-year-old children in Norway, Portugal and Japan concerning their young children’s use of touchscreen technology. The study investigated parental practices, views and perspectives related to children’s digital practices and explored these in relation to wider cultural discourses around early childhood in the participant ...
