Ingrid Pramling Samuelsson
Biographic Data
| ID | 3674722 |
|---|---|
| NAME | Ingrid Pramling Samuelsson |
| GIVEN NAMES | Ingrid Pramling |
| FAMILY NAME | Samuelsson |
| SIGNATURE | SAMUELSSON I P |
| AFFILIATIONS | University of Gothenburg |
| ORCID | 0000-0003-0321-3733 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Toddlers and sustainability
This study examines how Education for Sustainability (EfS) is interpreted and enacted in toddler classrooms, focusing on the interaction between policy frameworks and teachers’ daily practices in Sweden and Türkiye. Using a qualitative multiple-case design, data were collected through interviews, classroom observations, and document analysis in one preschool from each country. Findings reveal both shared commitments and notable differences. Swedi…
Engaging children in what-if thinking through read-aloud conversations in early childhood education for sustainability
This study presents the research that Pramling Samuelsson’s keynote at the 32nd annual EECERA conference in Brighton 2024 drew upon. The study addresses an important but understudied feature of early childhood education and care for sustainability (ECECfS), namely engaging children in prospective or what-if thinking. Our reasoning is founded on Vygotskian theorizing on the inherent and dynamic relationship between imagination and real-life experi…
Nurturing Sustainability in Toddlerhood
This study's findings underscore the pivotal role of educators in shaping the mindsets and behaviors of future generations, thereby supporting the long-term goals of sustainable development. By nurturing toddlers' innate curiosity and harnessing their brains' plasticity, educators can effectively engage toddlers in ECEfS and promote sustainable development from an early age. This study's implications highlight the need to prioritize ECEfS during …
Systematic Child Talks in Early Childhood Education—A Method for Sustainability
One of a preschool teacher's most important competencies is to be able to talk with children and to invite them to share their ideas, knowledge, and experiences. This skill is of utmost importance within Early Childhood Education for sustainability. The aim of this article is to show various ways in which preschool teachers carry out systematic talks with children. Data come from a large Swedish development and research project, Sustainable Presc…
Preschool children’s agency in education for sustainability
Although children’s participation and agency are highly prioritized in early childhood education for sustainability, both researchers and educators have paid little attention to this topic. This paper explores how the revised preschool curriculum Lpfö2018 in Sweden addresses education for sustainability (EfS) with regards to children’s participation and agency. A sociocultural perspective on agency combined with a holistic view of sustainability …
Swedish preschool teachers’ ideas of the ideal preschool group
In Sweden, preschool has been noted as being of a high quality compared to many other countries. However, dramatic changes in the preschool sector are taking place. A recent law states that it is a child’s right to get a preschool place within a few months. As a consequence, the number of children in preschool has increased, which could influence group sizes since there is no state regulation of the number of children in a group. This article bas…
Orchestrating and studying children's and teachers’ learning
Theory-driven and practice-driven research are often separated, but in this article we shall argue for a research approach that is theory-driven but practice-oriented and shares features with the specific kind of early childhood education pedagogy this research approach has generated, what we refer to as developmental pedagogy (Pramling Samuelsson & Asplund Carlsson, 2008). On the basis of numerous empirical studies in the field of young children…
The Playing Learning Child
From children's own perspective, play and learning are not always separate in practices during early years. The purpose of this article is, first, to scrutinise the background and character of early years education in terms of play and learning. Second, to elaborate the findings of several years of research about children's learning in preschool related to the curriculum of early years education and, finally, to propose a sustainable pedagogy for…
A Mother and a Friend
A narrative like The Giving Tree can be interpreted in various ways by readers from different cultures depending on differences in life-world apprehension. The study asked 193 Swedish and 344 Japanese mothers about what they felt as they heard this tale, what the tale was about and what children could learn from the tale. The responses were analysed according to the phenomenographic method. Six qualitatively different conceptions were found, desc…
Orchestrating and studying children's and teachers’ learning
Theory-driven and practice-driven research are often separated, but in this article we shall argue for a research approach that is theory-driven but practice-oriented and shares features with the specific kind of early childhood education pedagogy this research approach has generated, what we refer to as developmental pedagogy (Pramling Samuelsson & Asplund Carlsson, 2008). On the basis of numerous empirical studies in the field of young children…
A Mother and a Friend
A narrative like The Giving Tree can be interpreted in various ways by readers from different cultures depending on differences in life-world apprehension. The study asked 193 Swedish and 344 Japanese mothers about what they felt as they heard this tale, what the tale was about and what children could learn from the tale. The responses were analysed according to the phenomenographic method. Six qualitatively different conceptions were found, desc…
The Playing Learning Child
From children's own perspective, play and learning are not always separate in practices during early years. The purpose of this article is, first, to scrutinise the background and character of early years education in terms of play and learning. Second, to elaborate the findings of several years of research about children's learning in preschool related to the curriculum of early years education and, finally, to propose a sustainable pedagogy for…
Orchestrating and studying children's and teachers’ learning
Theory-driven and practice-driven research are often separated, but in this article we shall argue for a research approach that is theory-driven but practice-oriented and shares features with the specific kind of early childhood education pedagogy this research approach has generated, what we refer to as developmental pedagogy (Pramling Samuelsson & Asplund Carlsson, 2008). On the basis of numerous empirical studies in the field of young children…
Swedish preschool teachers’ ideas of the ideal preschool group
In Sweden, preschool has been noted as being of a high quality compared to many other countries. However, dramatic changes in the preschool sector are taking place. A recent law states that it is a child’s right to get a preschool place within a few months. As a consequence, the number of children in preschool has increased, which could influence group sizes since there is no state regulation of the number of children in a group. This article bas…
Preschool children’s agency in education for sustainability
Although children’s participation and agency are highly prioritized in early childhood education for sustainability, both researchers and educators have paid little attention to this topic. This paper explores how the revised preschool curriculum Lpfö2018 in Sweden addresses education for sustainability (EfS) with regards to children’s participation and agency. A sociocultural perspective on agency combined with a holistic view of sustainability …
Systematic Child Talks in Early Childhood Education—A Method for Sustainability
One of a preschool teacher's most important competencies is to be able to talk with children and to invite them to share their ideas, knowledge, and experiences. This skill is of utmost importance within Early Childhood Education for sustainability. The aim of this article is to show various ways in which preschool teachers carry out systematic talks with children. Data come from a large Swedish development and research project, Sustainable Presc…
Nurturing Sustainability in Toddlerhood
This study's findings underscore the pivotal role of educators in shaping the mindsets and behaviors of future generations, thereby supporting the long-term goals of sustainable development. By nurturing toddlers' innate curiosity and harnessing their brains' plasticity, educators can effectively engage toddlers in ECEfS and promote sustainable development from an early age. This study's implications highlight the need to prioritize ECEfS during …
Engaging children in what-if thinking through read-aloud conversations in early childhood education for sustainability
This study presents the research that Pramling Samuelsson’s keynote at the 32nd annual EECERA conference in Brighton 2024 drew upon. The study addresses an important but understudied feature of early childhood education and care for sustainability (ECECfS), namely engaging children in prospective or what-if thinking. Our reasoning is founded on Vygotskian theorizing on the inherent and dynamic relationship between imagination and real-life experi…
Toddlers and sustainability
This study examines how Education for Sustainability (EfS) is interpreted and enacted in toddler classrooms, focusing on the interaction between policy frameworks and teachers’ daily practices in Sweden and Türkiye. Using a qualitative multiple-case design, data were collected through interviews, classroom observations, and document analysis in one preschool from each country. Findings reveal both shared commitments and notable differences. Swedi…
Psychology (8 works) · Developmental psychology (7 works) · Early childhood education (7 works) · Early Childhood Education and Development (7 works) · Pedagogy (7 works) · Sociology (7 works) · Early childhood (5 works) · Environmental Education and Sustainability (5 works) · Social Psychology (4 works) · Sustainability (4 works)