Niklas Pramling
Dados Biográficos
| ID | 3674531 |
|---|---|
| NOME | Niklas Pramling |
| PRENOMES | Niklas |
| SOBRENOME | Pramling |
| ASSINATURA | PRAMLING N |
| AFILIAÇÕES | University of Gothenburg |
| ORCID | 0000-0003-1089-942X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAÇÕES | 3 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2001 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
On re-mediation as a concept for analyzing learning, development, and education
Developing—including distinguishing and specifying—theoretical concepts is critical to research methodology. In this theoretical discussion, the concept of “re-mediation” is discussed in contrast to that of “remediation.” It is argued that these are not only different concepts, as previous scholars have clarified, but also in one sense contrary concepts. Whereas “remediation” (as in “remedial education”) implies changing the mediational means to …
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…
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…
Paradigmatic and narrative forms of knowledge in read-aloud practices and their implications for the further learning and education of children
This article investigates how different forms of knowledge are actualised during read-aloud activities in preschool. More specifically, informed by the distinction between two fundamental modes of knowledge or sensemaking, narrative and paradigmatic, we analyse how the latter (typified by scientific discourse) comes to the fore and is responded to during read-aloud activities when a book about a technological problem is read, discussed, and furth…
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…
Participation and responsiveness
While children’s rights to play is stated in the UNCRC, this study investigates children’s rights in play through an analysis of narrative play in preschool. Play-responsive early childhood education and care (PRECEC) is a recently developed theory that provides analytical tools for investigating participants’ communicative coordination and reorientation in mutual activities. By empirically trying out four interrelated elements – space, voice, au…
Indicating intellectual and emotional states in narrating
The focus of this study is on how children in their retelling of oral stories indicate their understanding of the intentions and feelings of fictional characters. The method used is video documentation of storytelling activities in a preschool, involving 15 children aged 3–5 years and their teachers. The findings clarify how the children indicate the intellectual and emotional states of the fictional characters of stories in three ways: through (…
Premising and arguing
This study investigates primary school children's practices of premising (the handling of task premises) and arguing when confronted with a dilemmatic school task as part of a group discussion. As such, the study contributes to the field of education and argumentation with new insights into how children negotiate validity and relevance in relation to the task when asked to argue their stance on an equity/equality matter. The data consist of trans…
Triggering in play
In the order of words
This study investigates, from a sociocultural perspective on communication and learning, translating as a joint activity and how it supports the development of metalinguistic awareness in children. Data in the form of audio recordings were generated in an English immersion preschool in Finland. In the analysed activity, the participants are engaged in a discussion around word order when translating the lyrics to a children’s song. The study shows…
Children’s Musical and Emotional Meaning Making
This study concerns children’s aesthetic meaning making in terms of how it is constituted musically, emotionally, and dialogically. We investigate how two 10-year-old children collaboratively engage in the task of teaching and learning to sing a song. The research questions concern what musical and emotional expressions the participants responsively construct and how these expressions are addressed, both explicitly and implicitly. Adopting a pers…
Translation activities in bilingual early childhood education
In the present study we investigate empirically how six to seven-year-old children with their teachers take on the challenge of translating the lyrics of a children’s song from Finnish to English, analyzing how translation is collaboratively constituted by the participants. The study is informed by translanguaging theory and a sociocultural perspective on learning. The results show that the children respond to the challenge to translate through t…
Micro-Genetic Development of Timing in a Child
The purpose of this study is to analyze the micro-genesis of a child’s appropriation of timing. The data consist of video observations from a primary classroom with a focus on one child (7 years old) participating in a musical activity. The results show that the teacher scaffolds the child in several steps: from establishing a platform for participation in the activity, via demonstration to explanation. The child goes from being uncoordinated wit…
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…
Possibilities as limitations
This article concerns the workings of metaphors in knowledge formation within psychology. Specifically, the review is focused on George Miller’s (1956) “chunk” metaphor. After considering the introduction and use of the metaphor in his text, the article examines papers in leading psychological research journals to analyse the reception and transformation of the metaphor. How do the researchers take up chunk as a question and organizing principle …
Conceptualization of the Unknown by 6-, 9- and 14-Year-Old Children in a Story-Telling Context
This study examines children's imagination of the unknown within a story-telling context. In total 40 children (20 girls and 20 boys) participated, distributed over three groups, as follows: 10 6-year-olds, 12 9-year-olds, and 18 14-year-olds. One chapter from the English children's book Winnie- the-Pooh (written by A.A. Milne in 1926) was read aloud by the respective teacher to each group, after which the children in the two youngest groups were…
Moral Expression in 6- to 7-year-old Children's Stories in Sweden, Hungary and China
The present study examines ethical concepts in children's stories. The subject group of 94 children was derived from three different cultures: Swedish (44 children), Hungarian (18 children) and Chinese (32 children), who were all 6-7 years old. The assembled material consisted of transcribed stories (interviews). The task given to each child was that he or she should make up their own story about a dog. Karlsson's EPP method was used for the anal…
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…
Conceptualization of the Unknown by 6-, 9- and 14-Year-Old Children in a Story-Telling Context
This study examines children's imagination of the unknown within a story-telling context. In total 40 children (20 girls and 20 boys) participated, distributed over three groups, as follows: 10 6-year-olds, 12 9-year-olds, and 18 14-year-olds. One chapter from the English children's book Winnie- the-Pooh (written by A.A. Milne in 1926) was read aloud by the respective teacher to each group, after which the children in the two youngest groups were…
Moral Expression in 6- to 7-year-old Children's Stories in Sweden, Hungary and China
The present study examines ethical concepts in children's stories. The subject group of 94 children was derived from three different cultures: Swedish (44 children), Hungarian (18 children) and Chinese (32 children), who were all 6-7 years old. The assembled material consisted of transcribed stories (interviews). The task given to each child was that he or she should make up their own story about a dog. Karlsson's EPP method was used for the anal…
Moral Expression in 6- to 7-year-old Children's Stories in Sweden, Hungary and China
The present study examines ethical concepts in children's stories. The subject group of 94 children was derived from three different cultures: Swedish (44 children), Hungarian (18 children) and Chinese (32 children), who were all 6-7 years old. The assembled material consisted of transcribed stories (interviews). The task given to each child was that he or she should make up their own story about a dog. Karlsson's EPP method was used for the anal…
Conceptualization of the Unknown by 6-, 9- and 14-Year-Old Children in a Story-Telling Context
This study examines children's imagination of the unknown within a story-telling context. In total 40 children (20 girls and 20 boys) participated, distributed over three groups, as follows: 10 6-year-olds, 12 9-year-olds, and 18 14-year-olds. One chapter from the English children's book Winnie- the-Pooh (written by A.A. Milne in 1926) was read aloud by the respective teacher to each group, after which the children in the two youngest groups were…
Possibilities as limitations
This article concerns the workings of metaphors in knowledge formation within psychology. Specifically, the review is focused on George Miller’s (1956) “chunk” metaphor. After considering the introduction and use of the metaphor in his text, the article examines papers in leading psychological research journals to analyse the reception and transformation of the metaphor. How do the researchers take up chunk as a question and organizing principle …
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…
Micro-Genetic Development of Timing in a Child
The purpose of this study is to analyze the micro-genesis of a child’s appropriation of timing. The data consist of video observations from a primary classroom with a focus on one child (7 years old) participating in a musical activity. The results show that the teacher scaffolds the child in several steps: from establishing a platform for participation in the activity, via demonstration to explanation. The child goes from being uncoordinated wit…
In the order of words
This study investigates, from a sociocultural perspective on communication and learning, translating as a joint activity and how it supports the development of metalinguistic awareness in children. Data in the form of audio recordings were generated in an English immersion preschool in Finland. In the analysed activity, the participants are engaged in a discussion around word order when translating the lyrics to a children’s song. The study shows…
Children’s Musical and Emotional Meaning Making
This study concerns children’s aesthetic meaning making in terms of how it is constituted musically, emotionally, and dialogically. We investigate how two 10-year-old children collaboratively engage in the task of teaching and learning to sing a song. The research questions concern what musical and emotional expressions the participants responsively construct and how these expressions are addressed, both explicitly and implicitly. Adopting a pers…
Translation activities in bilingual early childhood education
In the present study we investigate empirically how six to seven-year-old children with their teachers take on the challenge of translating the lyrics of a children’s song from Finnish to English, analyzing how translation is collaboratively constituted by the participants. The study is informed by translanguaging theory and a sociocultural perspective on learning. The results show that the children respond to the challenge to translate through t…
Triggering in play
Premising and arguing
This study investigates primary school children's practices of premising (the handling of task premises) and arguing when confronted with a dilemmatic school task as part of a group discussion. As such, the study contributes to the field of education and argumentation with new insights into how children negotiate validity and relevance in relation to the task when asked to argue their stance on an equity/equality matter. The data consist of trans…
Participation and responsiveness
While children’s rights to play is stated in the UNCRC, this study investigates children’s rights in play through an analysis of narrative play in preschool. Play-responsive early childhood education and care (PRECEC) is a recently developed theory that provides analytical tools for investigating participants’ communicative coordination and reorientation in mutual activities. By empirically trying out four interrelated elements – space, voice, au…
Indicating intellectual and emotional states in narrating
The focus of this study is on how children in their retelling of oral stories indicate their understanding of the intentions and feelings of fictional characters. The method used is video documentation of storytelling activities in a preschool, involving 15 children aged 3–5 years and their teachers. The findings clarify how the children indicate the intellectual and emotional states of the fictional characters of stories in three ways: through (…
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…
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…
Paradigmatic and narrative forms of knowledge in read-aloud practices and their implications for the further learning and education of children
This article investigates how different forms of knowledge are actualised during read-aloud activities in preschool. More specifically, informed by the distinction between two fundamental modes of knowledge or sensemaking, narrative and paradigmatic, we analyse how the latter (typified by scientific discourse) comes to the fore and is responded to during read-aloud activities when a book about a technological problem is read, discussed, and furth…
On re-mediation as a concept for analyzing learning, development, and education
Developing—including distinguishing and specifying—theoretical concepts is critical to research methodology. In this theoretical discussion, the concept of “re-mediation” is discussed in contrast to that of “remediation.” It is argued that these are not only different concepts, as previous scholars have clarified, but also in one sense contrary concepts. Whereas “remediation” (as in “remedial education”) implies changing the mediational means to …
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…
Psychology (14 obras) · Developmental psychology (10 obras) · Linguistics (8 obras) · Sociology (8 obras) · Pedagogy (7 obras) · Early childhood (5 obras) · Early childhood education (5 obras) · Epistemology (5 obras) · Mathematics education (5 obras) · Narrative (5 obras)