Sofije Shengjergji
Biographic Data
| ID | 6510001 |
|---|---|
| NAME | Sofije Shengjergji |
| GIVEN NAMES | Sofije |
| FAMILY NAME | Shengjergji |
| SIGNATURE | SHENGJERGJI S |
| AFFILIATIONS | University of Gothenburg |
| ORCID | 0000-0002-8239-8408 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Scaffolding and Triggering
This study examines how preschool teachers support children’s narrative competence by using different types of questions during storytelling activities. Video data were generated from 13 sessions with five multilingual teachers and 22 bi-/multilingual children (ages 4–5) in two Swedish international preschools. Using Interaction Analysis and drawing on PRECEC theory, we investigated how teachers used scaffolding questions, which guide children to…
« Yeah, I am making new stuff! »
This study analyses interactions between pairs of children (aged 4–5) together with their teacher during digital storytelling activities in preschool to explore how children express and negotiate their agency and how teachers respond to it. Theoretically, agency is understood as relational and situated meaning that it stems from, and it is shaped by participation in interactions in specific sociocultural settings. Data include 140 h of video reco…
Negotiating agency in teacher-children triads of collaborative (re)storytelling
This study addresses the support and responsiveness towards children's agency within early childhood education and care (ECEC) in the context of collaborative storytelling. We analyze activities in which ECEC teachers together with pairs of children (re)tell a story that they know from a book. Like in any social activity, the matter theoretically referred to as ‘agency’ is actualized. In the case of storytelling, this is a matter that could be fo…
No prominent works on this page.
« Yeah, I am making new stuff! »
This study analyses interactions between pairs of children (aged 4–5) together with their teacher during digital storytelling activities in preschool to explore how children express and negotiate their agency and how teachers respond to it. Theoretically, agency is understood as relational and situated meaning that it stems from, and it is shaped by participation in interactions in specific sociocultural settings. Data include 140 h of video reco…
Negotiating agency in teacher-children triads of collaborative (re)storytelling
This study addresses the support and responsiveness towards children's agency within early childhood education and care (ECEC) in the context of collaborative storytelling. We analyze activities in which ECEC teachers together with pairs of children (re)tell a story that they know from a book. Like in any social activity, the matter theoretically referred to as ‘agency’ is actualized. In the case of storytelling, this is a matter that could be fo…
Scaffolding and Triggering
This study examines how preschool teachers support children’s narrative competence by using different types of questions during storytelling activities. Video data were generated from 13 sessions with five multilingual teachers and 22 bi-/multilingual children (ages 4–5) in two Swedish international preschools. Using Interaction Analysis and drawing on PRECEC theory, we investigated how teachers used scaffolding questions, which guide children to…
Digital Storytelling and Education (3 works) · Narrative (3 works) · Storytelling (3 works) · Child Development and Digital Technology (2 works) · Digital Storytelling (2 works) · Negotiation (2 works) · Pedagogy (2 works) · Psychology (2 works) · Sociology (2 works) · Coherence (philosophical gambling strategy (1 work)