Ingunn Størksen
Biographic Data
| ID | 6509652 |
|---|---|
| NAME | Ingunn Størksen |
| GIVEN NAMES | Ingunn |
| FAMILY NAME | Størksen |
| SIGNATURE | STØRKSEN I |
| AFFILIATIONS | University of Stavanger |
| ORCID | 0000-0002-2258-1788 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 24 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
‘I tried five times, and the sixth time I managed'. Children’s experiences with pedagogical videos on social and emotional learning
Early social and emotional learning (SEL) is critical for fostering play and long-term well-being, making its integration into Early Childhood Education and Care (ECEC) essential. Despite this importance, limited research exists on SEL programs specifically designed for young children, particularly from the children’s perspectives. The SELMA project addresses this gap by promoting SEL in Norwegian ECEC through the development of resources for sta…
Refining the Workplace Perma-Profiler in a sample of early childhood education and care professionals in Norway
Accurately measuring the well-being of Early Childhood Education and Care professionals is essential for ensuring high-quality childcare. The Workplace PERMA-Profiler, which assesses five interrelated dimensions—Positive emotion, Engagement, Relationships, Meaning, and Accomplishment—provides a comprehensive framework for evaluating well-being. This study (a) evaluates the psychometric properties of the Workplace PERMA-Profiler in Norway and (b) …
Gains and challenges with the Classroom Assessment Scoring System in a social pedagogical tradition
Introduction This qualitative study explores how Early Childhood Education and Care (ECEC) professionals’ perceptions of gains and challenges using the Classroom Assessment Scoring System (CLASS, Pre-K and Toddler) within the social pedagogical tradition in Norwegian ECEC. Methods Focus group interviews ( n = 22), group interviews ( n = 4), and in-depth interviews ( n = 3) were conducted online, followed by conventional content analysis. Results …
Children’s critical thinking skills
The significance of learning to think critically from a young age is well documented. Early childhood educators play an essential role in children’s critical skills development. Therefore, it is crucial to understand their perceptions of this concept. This qualitative study explored Norwegian early childhood educators’ perceptions of critical thinking (CT). Ten educators representing three different kindergartens were interviewed. Thematic analys…
The playful learning curriculum
Early Childhood Education and Care (ECEC) in Norway has play, exploration, and discovery as foundations for children's learning, but lacks a curriculum that describes and supports principles of playful learning. The present study examines the effects of the Playful Learning Curriculum in ECEC on children's school readiness skills in the play-based ECEC context of Norway. A total of 96 ECEC centers signed up for the project and recruited 1,313 chi…
Professionals’ Perceptions of the Classroom Assessment Scoring System as a structure for professional community and development
This qualitative study explored Norwegian ECEC professionals’ perceptions and reflections concerning the use of the Classroom Assessment Scoring System (CLASS) Pre-K and Toddler for professional development. Focus group interviews (n = 22), group interviews (n = 4), and in-depth interviews (n = 3) were conducted online. Conventional content analysis was performed using NVivo 12 software. The professionals reported that CLASS contributed to positi…
The role of mother’s education and child gender for children’s vocabulary and math skills in the transition from Early Childhood Education and Care to first grade in Norway
Parental education and child gender are related to learning and development during childhood and adolescence. The present study investigated the role of mother’s education level and child gender for children’s vocabulary and math skills in Norway. Children’s vocabulary and math skills were assessed in Early Childhood Education and Care (ECEC) centers (Mage = 5.8; N = 243, 49.4% girls) and first grade (Mage = 6.8 years). Results showed that matern…
Development and psychometric properties of nomination scales for high academic potential in early childhood education and care
This paper describes the development of two nomination scales designed to measure parents’ and teachers’ perceptions of high academic potential among young children, and how the scores correlate with assessed high potential. Parents and teachers of 243 children (49% girls) taking part in the research project ‘Skoleklar’ responded to written surveys, and children were evaluated with specially designed assessments on tablet computers. Principal com…
Implementing implementation science in a randomized controlled trial in Norwegian early childhood education and care
The emerging interest in implementation processes in the social, health, and educational sciences has increased the recognition of implementation science. Still, the literature provides limited practical insights on how to successfully develop and conduct interventions within educational settings in randomized controlled trials (RCTs) in line with implementation science. This paper uses the Agder RCT study to provide such insights. We describe ho…
Direct and indirect pathways from children’s early self-regulation to academic achievement in fifth grade in Norway
A large body of research has documented the role of self-regulation in academic skill development for young children. However, few studies have investigated longitudinal and indirect effects from kindergarten through later elementary school. In this longitudinal Norwegian study, we investigated pathways from children’s self-regulation in kindergarten (Mage = 5.8; N = 243, 49% girls), to language and math skills in first grade (N = 240) and readin…
Congruence and incongruence in the perception of ‘family’ among foster parents, birth parents and their adolescent (foster) children
Over recent decades, listening to children's voices and viewing children as competent actors has gathered momentum in research as well as in practice. Acknowledging children's perspectives requires sensitive listeners who are willing, deliberately and as realistically as possible, to reconstruct children's ways of seeing. In our study, based in Norway, we investigated the views of 22 adolescents in long‐term foster care and 15 of their birth pare…
The beliefs of teachers and daycare staff regarding children of divorce
Q methodology in social work research
This article examines Q methodology as an empirical method for use in social work research. Q methodology applies statistical analysis to the qualitative study of human subjectivity such as attitudes, beliefs, feelings and opinions. Q methodology is effective for obtaining data from small samples, and it offers respondents a concise and valid way of expressing their viewpoints with minimal researcher interference. The article provides an overview…
Congruence and incongruence in the perception of ‘family’ among foster parents, birth parents and their adolescent (foster) children
Over recent decades, listening to children's voices and viewing children as competent actors has gathered momentum in research as well as in practice. Acknowledging children's perspectives requires sensitive listeners who are willing, deliberately and as realistically as possible, to reconstruct children's ways of seeing. In our study, based in Norway, we investigated the views of 22 adolescents in long‐term foster care and 15 of their birth pare…
Q methodology in social work research
This article examines Q methodology as an empirical method for use in social work research. Q methodology applies statistical analysis to the qualitative study of human subjectivity such as attitudes, beliefs, feelings and opinions. Q methodology is effective for obtaining data from small samples, and it offers respondents a concise and valid way of expressing their viewpoints with minimal researcher interference. The article provides an overview…
The beliefs of teachers and daycare staff regarding children of divorce
Direct and indirect pathways from children’s early self-regulation to academic achievement in fifth grade in Norway
A large body of research has documented the role of self-regulation in academic skill development for young children. However, few studies have investigated longitudinal and indirect effects from kindergarten through later elementary school. In this longitudinal Norwegian study, we investigated pathways from children’s self-regulation in kindergarten (Mage = 5.8; N = 243, 49% girls), to language and math skills in first grade (N = 240) and readin…
Q methodology in social work research
This article examines Q methodology as an empirical method for use in social work research. Q methodology applies statistical analysis to the qualitative study of human subjectivity such as attitudes, beliefs, feelings and opinions. Q methodology is effective for obtaining data from small samples, and it offers respondents a concise and valid way of expressing their viewpoints with minimal researcher interference. The article provides an overview…
Congruence and incongruence in the perception of ‘family’ among foster parents, birth parents and their adolescent (foster) children
Over recent decades, listening to children's voices and viewing children as competent actors has gathered momentum in research as well as in practice. Acknowledging children's perspectives requires sensitive listeners who are willing, deliberately and as realistically as possible, to reconstruct children's ways of seeing. In our study, based in Norway, we investigated the views of 22 adolescents in long‐term foster care and 15 of their birth pare…
The beliefs of teachers and daycare staff regarding children of divorce
Direct and indirect pathways from children’s early self-regulation to academic achievement in fifth grade in Norway
A large body of research has documented the role of self-regulation in academic skill development for young children. However, few studies have investigated longitudinal and indirect effects from kindergarten through later elementary school. In this longitudinal Norwegian study, we investigated pathways from children’s self-regulation in kindergarten (Mage = 5.8; N = 243, 49% girls), to language and math skills in first grade (N = 240) and readin…
Implementing implementation science in a randomized controlled trial in Norwegian early childhood education and care
The emerging interest in implementation processes in the social, health, and educational sciences has increased the recognition of implementation science. Still, the literature provides limited practical insights on how to successfully develop and conduct interventions within educational settings in randomized controlled trials (RCTs) in line with implementation science. This paper uses the Agder RCT study to provide such insights. We describe ho…
Professionals’ Perceptions of the Classroom Assessment Scoring System as a structure for professional community and development
This qualitative study explored Norwegian ECEC professionals’ perceptions and reflections concerning the use of the Classroom Assessment Scoring System (CLASS) Pre-K and Toddler for professional development. Focus group interviews (n = 22), group interviews (n = 4), and in-depth interviews (n = 3) were conducted online. Conventional content analysis was performed using NVivo 12 software. The professionals reported that CLASS contributed to positi…
The role of mother’s education and child gender for children’s vocabulary and math skills in the transition from Early Childhood Education and Care to first grade in Norway
Parental education and child gender are related to learning and development during childhood and adolescence. The present study investigated the role of mother’s education level and child gender for children’s vocabulary and math skills in Norway. Children’s vocabulary and math skills were assessed in Early Childhood Education and Care (ECEC) centers (Mage = 5.8; N = 243, 49.4% girls) and first grade (Mage = 6.8 years). Results showed that matern…
Development and psychometric properties of nomination scales for high academic potential in early childhood education and care
This paper describes the development of two nomination scales designed to measure parents’ and teachers’ perceptions of high academic potential among young children, and how the scores correlate with assessed high potential. Parents and teachers of 243 children (49% girls) taking part in the research project ‘Skoleklar’ responded to written surveys, and children were evaluated with specially designed assessments on tablet computers. Principal com…
Gains and challenges with the Classroom Assessment Scoring System in a social pedagogical tradition
Introduction This qualitative study explores how Early Childhood Education and Care (ECEC) professionals’ perceptions of gains and challenges using the Classroom Assessment Scoring System (CLASS, Pre-K and Toddler) within the social pedagogical tradition in Norwegian ECEC. Methods Focus group interviews ( n = 22), group interviews ( n = 4), and in-depth interviews ( n = 3) were conducted online, followed by conventional content analysis. Results …
Children’s critical thinking skills
The significance of learning to think critically from a young age is well documented. Early childhood educators play an essential role in children’s critical skills development. Therefore, it is crucial to understand their perceptions of this concept. This qualitative study explored Norwegian early childhood educators’ perceptions of critical thinking (CT). Ten educators representing three different kindergartens were interviewed. Thematic analys…
The playful learning curriculum
Early Childhood Education and Care (ECEC) in Norway has play, exploration, and discovery as foundations for children's learning, but lacks a curriculum that describes and supports principles of playful learning. The present study examines the effects of the Playful Learning Curriculum in ECEC on children's school readiness skills in the play-based ECEC context of Norway. A total of 96 ECEC centers signed up for the project and recruited 1,313 chi…
Refining the Workplace Perma-Profiler in a sample of early childhood education and care professionals in Norway
Accurately measuring the well-being of Early Childhood Education and Care professionals is essential for ensuring high-quality childcare. The Workplace PERMA-Profiler, which assesses five interrelated dimensions—Positive emotion, Engagement, Relationships, Meaning, and Accomplishment—provides a comprehensive framework for evaluating well-being. This study (a) evaluates the psychometric properties of the Workplace PERMA-Profiler in Norway and (b) …
‘I tried five times, and the sixth time I managed'. Children’s experiences with pedagogical videos on social and emotional learning
Early social and emotional learning (SEL) is critical for fostering play and long-term well-being, making its integration into Early Childhood Education and Care (ECEC) essential. Despite this importance, limited research exists on SEL programs specifically designed for young children, particularly from the children’s perspectives. The SELMA project addresses this gap by promoting SEL in Norwegian ECEC through the development of resources for sta…
Psychology (13 works) · Developmental psychology (10 works) · Early Childhood Education and Development (9 works) · Early childhood education (8 works) · Norwegian (7 works) · Medicine (6 works) · Pedagogy (6 works) · Sociology (6 works) · Educational and Psychological Assessments (5 works) · Mathematics education (5 works)