Alicja R Sadownik
Datos Biográficos
| ID | 190864 |
|---|---|
| NOMBRE | Alicja R Sadownik |
| NOMBRES | Alicja R |
| APELLIDO | Sadownik |
| FIRMA | SADOWNIK A R |
| AFILIACIONES | Western Norway University of Applied Sciences |
| ORCID | 0000-0002-1198-8873 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2019 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 0 |
Move-play-explore in early childhood education (MoveEarly) – study protocol of a cluster randomized controlled trial of staff professional development for quality pedagogical practices and holistic ch…
gov identifier NCT06488508 (05.07.2024)
Tracing Warmth in Kindergarten Practice
This article addresses a gap in early childhood education and care ( ECEC ) research and policy, where warmth is frequently mentioned in official documents but seldom theorised or translated into pedagogical practice. Drawing on narrative inquiry and agential materialism, the authors explore warmth as both an affect, and a relational force – constituted by and constituting more-than-human entanglements. Using the guided tour method, rooted in nar…
Im/migrant parents’ voices as enabling professional learning communities in early childhood education and care
The existing body of knowledge on the global experiences of im/ migrant parents within early childhood education and care (ECEC) settings reveals a broad spectrum of concerns, which encompass various aspects of institutional education and care, as well as the parents' own patterns of engagement in this realm.Navigating through the multitudinous and increasingly diverse array of parental perspectives, which are often marked by conflicting opinions…
Norwegian polyamorous families and their experiences of kindergarten
This article reports on a narrative inquiry (NI) of two Norwegian polyamorous families regarding their encounters with their children’s kindergartens. NI as a theory and method is employed, along with discourse theory, to understand the experiences of these polyfamilies in Norway. Norway has declared its institutions to be discrimination-free but that does not allow for the formalization of polyamory as a legitimate relationship. The analysis foc…
Wider room for curbing bullying in early childhood education and care – emphasising a democratic, social and contextual approach to bullying phenomenon
Bullying-related phenomena are reported as growing problems in early childhood education and care (ECEC), which calls for structures for teachers’ handling of these problems. Using an approach that emphasises bullying as a social, socially situated and contextual phenomenon, we investigate how such an approach can facilitate a positive change in teachers’ professional reflections on practices aimed to curb bullying. Applying a practitioner resear…
Noncompliant Learning
In this article, the authors intra-act with Barad’s (2007) conceptual toolkit to examine noncomplaint learning of a ropemaking activity at The Norwegian Fisheries Museum in Bergen. Barad’s concepts of intra-action and diffraction allow us to perceive the rope as noncompliantly diffracting into the two different SpaceTimes of the 19th and 21st centuries. The former SpaceTime is intra-actively constituted by historical ropemaking craftship and the …
Superdiversity as a trajectory of diversity in Norwegian early childhood education and care
This article uses the concept of ‘superdiversity’ as a lens through which various conceptualisations of diversity in Norwegian early childhood education and care policies and professionals’ understandings are made visible. Although Norwegian early childhood education and care is expected to highlight, value, and promote diversity and mutual respect, little has been written on how diversity is actually understood by professionals as part of early …
Lithuanian and Polish educators’ learning during a short study trip to Norwegian early childhood education and care
More and more institutions from different sectors are promoting and using short study trips as a way of learning. This paper focuses on what learning during this particular activity setting might be about by analyzing experiences from two study trips that Lithuanian and Polish educators made to Norway to explore and learn from Norwegian early childhood education and care practices. The results provide insight into the activities of and reflection…
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Lithuanian and Polish educators’ learning during a short study trip to Norwegian early childhood education and care
More and more institutions from different sectors are promoting and using short study trips as a way of learning. This paper focuses on what learning during this particular activity setting might be about by analyzing experiences from two study trips that Lithuanian and Polish educators made to Norway to explore and learn from Norwegian early childhood education and care practices. The results provide insight into the activities of and reflection…
Superdiversity as a trajectory of diversity in Norwegian early childhood education and care
This article uses the concept of ‘superdiversity’ as a lens through which various conceptualisations of diversity in Norwegian early childhood education and care policies and professionals’ understandings are made visible. Although Norwegian early childhood education and care is expected to highlight, value, and promote diversity and mutual respect, little has been written on how diversity is actually understood by professionals as part of early …
Wider room for curbing bullying in early childhood education and care – emphasising a democratic, social and contextual approach to bullying phenomenon
Bullying-related phenomena are reported as growing problems in early childhood education and care (ECEC), which calls for structures for teachers’ handling of these problems. Using an approach that emphasises bullying as a social, socially situated and contextual phenomenon, we investigate how such an approach can facilitate a positive change in teachers’ professional reflections on practices aimed to curb bullying. Applying a practitioner resear…
Noncompliant Learning
In this article, the authors intra-act with Barad’s (2007) conceptual toolkit to examine noncomplaint learning of a ropemaking activity at The Norwegian Fisheries Museum in Bergen. Barad’s concepts of intra-action and diffraction allow us to perceive the rope as noncompliantly diffracting into the two different SpaceTimes of the 19th and 21st centuries. The former SpaceTime is intra-actively constituted by historical ropemaking craftship and the …
Norwegian polyamorous families and their experiences of kindergarten
This article reports on a narrative inquiry (NI) of two Norwegian polyamorous families regarding their encounters with their children’s kindergartens. NI as a theory and method is employed, along with discourse theory, to understand the experiences of these polyfamilies in Norway. Norway has declared its institutions to be discrimination-free but that does not allow for the formalization of polyamory as a legitimate relationship. The analysis foc…
Im/migrant parents’ voices as enabling professional learning communities in early childhood education and care
The existing body of knowledge on the global experiences of im/ migrant parents within early childhood education and care (ECEC) settings reveals a broad spectrum of concerns, which encompass various aspects of institutional education and care, as well as the parents' own patterns of engagement in this realm.Navigating through the multitudinous and increasingly diverse array of parental perspectives, which are often marked by conflicting opinions…
Move-play-explore in early childhood education (MoveEarly) – study protocol of a cluster randomized controlled trial of staff professional development for quality pedagogical practices and holistic ch…
gov identifier NCT06488508 (05.07.2024)
Tracing Warmth in Kindergarten Practice
This article addresses a gap in early childhood education and care ( ECEC ) research and policy, where warmth is frequently mentioned in official documents but seldom theorised or translated into pedagogical practice. Drawing on narrative inquiry and agential materialism, the authors explore warmth as both an affect, and a relational force – constituted by and constituting more-than-human entanglements. Using the guided tour method, rooted in nar…
Early childhood education (6 obras) · Sociology (6 obras) · Early childhood (5 obras) · Norwegian (5 obras) · Pedagogy (5 obras) · Early Childhood Education and Development (4 obras) · Political science (4 obras) · Psychology (4 obras) · Developmental psychology (3 obras) · Children's Rights and Participation (2 obras)