Robin Samuelsson
Biographic Data
| ID | 94589 |
|---|---|
| NAME | Robin Samuelsson |
| GIVEN NAMES | Robin |
| FAMILY NAME | Samuelsson |
| SIGNATURE | SAMUELSSON R |
| AFFILIATIONS | Uppsala University |
| ORCID | 0000-0002-8110-6506 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Unpacking the child-technology-teacher relation: Accentuating the role of embodied dynamics in young learners’ educational interactions
Embodiment reconceptualizes learning as active, situating the body as integral to interaction and learning, and revitalizes older conceptions of the role of body language. While embodiment has steadily been established as a learning theory, its application in educational studies and practice has been less rapid. The current study examines use of embodied resources during learning of a novel phenomenon encountered by 1-2-year-old children. The res…
Creating a web of multimodal resources: Examining meaning-making during a children’s book project in a multilingual community
While many children grow up in linguistically and symbolically diverse communities, it is still rare that they encounter an early educational experience adapted to the complexities of their everyday communicational reality. This paper takes an ecological and multimodal approach to a preschool’s book project in a multilingual community. The study examines the web of resources that emerges from activities, actors and their interrelations during the…
Computational transformations of early childhood education: Pathways toward child‐centred computing in two educational change projects
Programming is becoming a key subject in early education globally, with surging problems of how computer science can become a subject for children of all ages and backgrounds. Problems of implementing new technologies in the old curricula have long been noted, and lately, concern over computer science education goals is often too narrow and skills‐based without concerns for the critical educational potential. This study follows the change process…
Potentials of including children in the formation of AI
How young children’s play is shaped through common iPad applications: A study of 2 and 4–5 year-olds
46 (6): 1149-1160. doi:10.1111/bjet.12191 ], a quantitative description of the index, and a qualitative interaction analysis of children's play. Results show how play with iPads is characterised as less ludic than play with other artefacts, and diverges from the age-typical norms of play. We discuss what these results might mean for children's play in contemporary early childhood settings and for children's learning
Learning beyond instructionist/constructionist divides: A mixed methods exploration of three learning designs for 1-2-year-old children
New technologies and subjects are increasingly being added to the agenda of children’s education for increasingly younger groups. Such advances are also tied to questions of learning and the educational designs that make this possible. This study follows the evolution of context- and age-appropriate designs during a programming robot project for 1-2-year-olds, a novel technology for children and teachers. The study examines learning design phases…
A Mixed Methods Approach to Analyzing Embodied Interaction: The Potentials of Integrated Mixed Methods Analysis of Video Interaction Data
Video has become a widespread tool for capturing naturalistic behavioral data. While mixed methods show great potential in understanding the active nature of children’s interaction, only a few studies have developed mixed methods for video-based interaction research. This paper presents a mixed methods embodied interaction model appropriate for studying complex embodied interaction and draws on methodological insights from a mixed methods project…
Touch and translanguaging in a multilingual early childhood education setting
Many children grow up in multilingual communities characterised by linguistic heterogeneity and semiotic and cultural complexity. Translanguaging theory has provided a perspective attuned to communication and education in multilingual settings. However, translanguaging pedagogies have not yet had a broad uptake in early educational settings. The recent interest in embodiment within translanguaging studies and the study of touch combinedly provide…
How pedagogical relations in early years settings are reconfigured by interactive touchscreens
While interactive touchscreens are currently entering into educational practice, little is known about what this means for learning in early childhood and, in particular, how touchscreens shape action and communication. In this paper, we examine the interactions of 2‐year‐olds and their teachers in a multilingual preschool in Sweden. We analyse the communicative environment between the children, teachers and shared touchscreens and books in the c…
Children's explorations of the concept of spinning in preschool: Science learning in mediated activity
Play and Imitation: Multimodal Interaction and Second-Language Development in Preschool
This article targets the multimodal character of children’s play and its potential for scaffolding second-language development. We follow children who are newcomers to a Swedish preschool and analyze their interactions. Play is, we argue, based on rules or tacit agreements between children, originating in the human capacity of imitation, and creates an opportunity to test out cultural patterns. Despite their limited language abilities, the childr…
No prominent works on this page.
Play and Imitation: Multimodal Interaction and Second-Language Development in Preschool
This article targets the multimodal character of children’s play and its potential for scaffolding second-language development. We follow children who are newcomers to a Swedish preschool and analyze their interactions. Play is, we argue, based on rules or tacit agreements between children, originating in the human capacity of imitation, and creates an opportunity to test out cultural patterns. Despite their limited language abilities, the childr…
Children's explorations of the concept of spinning in preschool: Science learning in mediated activity
Touch and translanguaging in a multilingual early childhood education setting
Many children grow up in multilingual communities characterised by linguistic heterogeneity and semiotic and cultural complexity. Translanguaging theory has provided a perspective attuned to communication and education in multilingual settings. However, translanguaging pedagogies have not yet had a broad uptake in early educational settings. The recent interest in embodiment within translanguaging studies and the study of touch combinedly provide…
How pedagogical relations in early years settings are reconfigured by interactive touchscreens
While interactive touchscreens are currently entering into educational practice, little is known about what this means for learning in early childhood and, in particular, how touchscreens shape action and communication. In this paper, we examine the interactions of 2‐year‐olds and their teachers in a multilingual preschool in Sweden. We analyse the communicative environment between the children, teachers and shared touchscreens and books in the c…
A Mixed Methods Approach to Analyzing Embodied Interaction: The Potentials of Integrated Mixed Methods Analysis of Video Interaction Data
Video has become a widespread tool for capturing naturalistic behavioral data. While mixed methods show great potential in understanding the active nature of children’s interaction, only a few studies have developed mixed methods for video-based interaction research. This paper presents a mixed methods embodied interaction model appropriate for studying complex embodied interaction and draws on methodological insights from a mixed methods project…
How young children’s play is shaped through common iPad applications: A study of 2 and 4–5 year-olds
46 (6): 1149-1160. doi:10.1111/bjet.12191 ], a quantitative description of the index, and a qualitative interaction analysis of children's play. Results show how play with iPads is characterised as less ludic than play with other artefacts, and diverges from the age-typical norms of play. We discuss what these results might mean for children's play in contemporary early childhood settings and for children's learning
Learning beyond instructionist/constructionist divides: A mixed methods exploration of three learning designs for 1-2-year-old children
New technologies and subjects are increasingly being added to the agenda of children’s education for increasingly younger groups. Such advances are also tied to questions of learning and the educational designs that make this possible. This study follows the evolution of context- and age-appropriate designs during a programming robot project for 1-2-year-olds, a novel technology for children and teachers. The study examines learning design phases…
Creating a web of multimodal resources: Examining meaning-making during a children’s book project in a multilingual community
While many children grow up in linguistically and symbolically diverse communities, it is still rare that they encounter an early educational experience adapted to the complexities of their everyday communicational reality. This paper takes an ecological and multimodal approach to a preschool’s book project in a multilingual community. The study examines the web of resources that emerges from activities, actors and their interrelations during the…
Computational transformations of early childhood education: Pathways toward child‐centred computing in two educational change projects
Programming is becoming a key subject in early education globally, with surging problems of how computer science can become a subject for children of all ages and backgrounds. Problems of implementing new technologies in the old curricula have long been noted, and lately, concern over computer science education goals is often too narrow and skills‐based without concerns for the critical educational potential. This study follows the change process…
Potentials of including children in the formation of AI
Unpacking the child-technology-teacher relation: Accentuating the role of embodied dynamics in young learners’ educational interactions
Embodiment reconceptualizes learning as active, situating the body as integral to interaction and learning, and revitalizes older conceptions of the role of body language. While embodiment has steadily been established as a learning theory, its application in educational studies and practice has been less rapid. The current study examines use of embodied resources during learning of a novel phenomenon encountered by 1-2-year-old children. The res…
Psychology (10 works) · Computer Science (6 works) · Child Development and Digital Technology (5 works) · Mathematics education (5 works) · Pedagogy (5 works) · Developmental psychology (4 works) · Linguistics (4 works) · ICT in Developing Communities (3 works) · Impact of Technology on Adolescents (3 works) · Early childhood (2 works)