Annika Manni
Biographic Data
| ID | 4420763 |
|---|---|
| NAME | Annika Manni |
| GIVEN NAMES | Annika |
| FAMILY NAME | Manni |
| SIGNATURE | MANNI A |
| AFFILIATIONS | Umeå University |
| ORCID | 0000-0002-4388-7970 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Tiny rights? Reflections on the participation of toddlers in public space
This article draws on data from a research project on Swedish preschool children’s outdoor encounters to discuss toddlers’ participation in and access to public space. Toddlers occupy a vulnerable position because, more than older children, they are affected by interdependencies, and social, cultural, spatial, material, economic, and environmental conditions. Our concept of “tiny rights” highlights this marginalised position, extending to public …
Identifying an educational-economic code of quality in definitions of extended education
Knowledge about how quality in extended education is defined, formulated, and communicated regarding quality-related problems in educational practices, and school leaders’ roles in these processes is limited. This article presents findings from research focusing on educational quality in extended education in Sweden (commonly known as School-age educare) is defined by school leaders in one Swedish municipality. The data examined written documents…
Outdoor physical activity in traditional and newly designed preschools
The present study showed that children in newly designed preschools, and children in preschools with higher-quality outdoor play environment, had higher outdoor total PA than their children peers. In addition, that children in traditional preschools had higher proportions of moderate movements compared to newly designed preschools. These results emphasise the importance of balancing environmental design and unstructured PAs to support diverse and…
Hope, care, action, and relations - Nordic early childhood education and care teacher students describing what drives their future work with sustainability
Early childhood education and care (ECEC) is a vital arena for addressing sustainability issues, since values, attitudes, and behaviors are founded during the early years. As sustainability crises intensify, research has shown that eco-anxiety is growing among children and youth. Besides sustainability knowledge and skills, ECEC teachers also need to support children's notions of hope and how to be change makers. In this way, they need to mobiliz…
Methodological development through critical reflections on a study focusing on daily valuable encounters in early childhood settings
This article focuses on the methodological experiences that emerged from a study investigating how teachers valued their daily encounters with children in early childhood education. Early childhood teachers often balance the demands of documentation with time spent with children, so have little time to reflect on their practice. Furthermore, participation in research projects tends to be both time-consuming and distracting from the practitioners’…
Toddlers’ engagements with preschool playgrounds
This article explores toddler -place relationships outdoors during early childhood education in Sweden. Informed by Tim Ingold's theorization of movement, we explore toddlers' embodied engagements with the preschool playground and how the human-non-human environments become entangled. The results show that, just as in the wider world, the processes enabling and limiting toddlers' engagements in the playground are continuously in motion. Toddler-p…
Education “through” sustainable development in Swedish school-age educare – exploring how Saec is responding to ESD in daily practices
This article aims to explore how extended education in Sweden, School-age educare (SAEC), is responding to education for sustainable development (ESD), since these two educational practices have not that often been combined nor related in research. The exploratory findings are based on a small-scale case study in one municipality; including three in-depth examples from practice. The results reveal different kind of activities in the centres visit…
Climate fiction and young learners’ thoughts—a dialogue between literature and education
Via thematic content analysis, this article combines approaches from educational and literary research to explore representations of nature, climate change and sustainability by children in their own reflections and for children in fiction. The primary materials consist of ethnographic studies conducted in Swedish schools in 2011 and 2013, and of close readings of Julie Bertagna's trilogy Exodus (2002), Zenith (2003), and Aurora (2011). Represent…
Emotions and values – a case study of meaning-making in ESE
With an interest in the role of emotions and values in students’ meaning-making in Environmental and Sustainability Education a case study was carried out in a Swedish school-class with students, 12 years of age. During a six-week thematic group-work focusing environmental and sustainability issues related to food, the students were observed and interviewed in their daily school practice. The results are presented here through narrative reporting…
Climate fiction and young learners’ thoughts—a dialogue between literature and education
Via thematic content analysis, this article combines approaches from educational and literary research to explore representations of nature, climate change and sustainability by children in their own reflections and for children in fiction. The primary materials consist of ethnographic studies conducted in Swedish schools in 2011 and 2013, and of close readings of Julie Bertagna's trilogy Exodus (2002), Zenith (2003), and Aurora (2011). Represent…
Emotions and values – a case study of meaning-making in ESE
With an interest in the role of emotions and values in students’ meaning-making in Environmental and Sustainability Education a case study was carried out in a Swedish school-class with students, 12 years of age. During a six-week thematic group-work focusing environmental and sustainability issues related to food, the students were observed and interviewed in their daily school practice. The results are presented here through narrative reporting…
Emotions and values – a case study of meaning-making in ESE
With an interest in the role of emotions and values in students’ meaning-making in Environmental and Sustainability Education a case study was carried out in a Swedish school-class with students, 12 years of age. During a six-week thematic group-work focusing environmental and sustainability issues related to food, the students were observed and interviewed in their daily school practice. The results are presented here through narrative reporting…
Climate fiction and young learners’ thoughts—a dialogue between literature and education
Via thematic content analysis, this article combines approaches from educational and literary research to explore representations of nature, climate change and sustainability by children in their own reflections and for children in fiction. The primary materials consist of ethnographic studies conducted in Swedish schools in 2011 and 2013, and of close readings of Julie Bertagna's trilogy Exodus (2002), Zenith (2003), and Aurora (2011). Represent…
Education “through” sustainable development in Swedish school-age educare – exploring how Saec is responding to ESD in daily practices
This article aims to explore how extended education in Sweden, School-age educare (SAEC), is responding to education for sustainable development (ESD), since these two educational practices have not that often been combined nor related in research. The exploratory findings are based on a small-scale case study in one municipality; including three in-depth examples from practice. The results reveal different kind of activities in the centres visit…
Methodological development through critical reflections on a study focusing on daily valuable encounters in early childhood settings
This article focuses on the methodological experiences that emerged from a study investigating how teachers valued their daily encounters with children in early childhood education. Early childhood teachers often balance the demands of documentation with time spent with children, so have little time to reflect on their practice. Furthermore, participation in research projects tends to be both time-consuming and distracting from the practitioners’…
Toddlers’ engagements with preschool playgrounds
This article explores toddler -place relationships outdoors during early childhood education in Sweden. Informed by Tim Ingold's theorization of movement, we explore toddlers' embodied engagements with the preschool playground and how the human-non-human environments become entangled. The results show that, just as in the wider world, the processes enabling and limiting toddlers' engagements in the playground are continuously in motion. Toddler-p…
Identifying an educational-economic code of quality in definitions of extended education
Knowledge about how quality in extended education is defined, formulated, and communicated regarding quality-related problems in educational practices, and school leaders’ roles in these processes is limited. This article presents findings from research focusing on educational quality in extended education in Sweden (commonly known as School-age educare) is defined by school leaders in one Swedish municipality. The data examined written documents…
Outdoor physical activity in traditional and newly designed preschools
The present study showed that children in newly designed preschools, and children in preschools with higher-quality outdoor play environment, had higher outdoor total PA than their children peers. In addition, that children in traditional preschools had higher proportions of moderate movements compared to newly designed preschools. These results emphasise the importance of balancing environmental design and unstructured PAs to support diverse and…
Hope, care, action, and relations - Nordic early childhood education and care teacher students describing what drives their future work with sustainability
Early childhood education and care (ECEC) is a vital arena for addressing sustainability issues, since values, attitudes, and behaviors are founded during the early years. As sustainability crises intensify, research has shown that eco-anxiety is growing among children and youth. Besides sustainability knowledge and skills, ECEC teachers also need to support children's notions of hope and how to be change makers. In this way, they need to mobiliz…
Tiny rights? Reflections on the participation of toddlers in public space
This article draws on data from a research project on Swedish preschool children’s outdoor encounters to discuss toddlers’ participation in and access to public space. Toddlers occupy a vulnerable position because, more than older children, they are affected by interdependencies, and social, cultural, spatial, material, economic, and environmental conditions. Our concept of “tiny rights” highlights this marginalised position, extending to public …
Psychology (7 works) · Sociology (7 works) · Pedagogy (6 works) · Environmental education (4 works) · Environmental Education and Sustainability (4 works) · Children's Rights and Participation (3 works) · Early childhood education (3 works) · Early Childhood Education and Development (3 works) · Engineering (3 works) · Political science (3 works)