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Everyday Environments and Activities of Children and Teachers in Swedish Preschools
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Åström, Frida; Björck-Åkesson, Eva; Sjöman, Madeleine; Granlund, Mats – Early Child Development and Care, 2022
How preschool teachers and children spend their time in preschool sets the stage for child engagement and learning. To describe characteristics of environments and activities and to compare child engagement in indoor and outdoor free play, systematic observations of children and teachers were performed in 78 Swedish preschool units. Results showed…
Descriptors: Preschool Teachers, Preschool Children, Preschool Education, Student Participation
Social Interaction and Gender as Factors Affecting the Trajectories of Children's Engagement and Hyperactive Behaviour in Preschool
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Sjöman, Madeleine; Granlund, Mats; Axelsson, Anna Karin; Almqvist, Lena; Danielsson, Henrik – British Journal of Educational Psychology, 2021
Background and aims: Social interactions in preschool and a child's gender are, in cross-sectional studies, related to the child's overall levels of hyperactive behaviour and engagement in preschool activities. However, whether social interaction and gender can predict children's engagement and hyperactivity is not thoroughly investigated. This…
Descriptors: Gender Differences, Interpersonal Relationship, Student Behavior, Preschool Children
The Relationship between Classroom Quality-Related Variables and Engagement Levels in Swedish Preschool Classrooms: A Longitudinal Study
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Castro, Susana; Granlund, Mats; Almqvist, Lena – European Early Childhood Education Research Journal, 2017
Child engagement has been defined as active participation in classroom routines, appropriate interactions with the environment and it also predicts academic achievement. Therefore, it is necessary to identify predictors of engagement over time. Moreover, cross-cultural data is needed to provide a global picture of the quality of Early Childhood…
Descriptors: Foreign Countries, Longitudinal Studies, Preschool Education, Learner Engagement
Interaction Processes as a Mediating Factor between Children's Externalized Behaviour Difficulties and Engagement in Preschool
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Sjöman, Madeleine; Granlund, Mats; Almqvist, Lena – Early Child Development and Care, 2016
This study examined social interaction as a mediator between externalized behaviour difficulties and children's engagement in preschool. Data from 663 children (340 boys), aged 18-71 months, were collected at 81 Swedish preschool units in six municipalities to test a path model that included child, teacher, and child groups. The results indicated…
Descriptors: Behavior Problems, Learner Engagement, Hyperactivity, Teacher Student Relationship
"Special Support" in Preschools in Sweden: Preschool Staff's Definition of the Construct
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Sandberg, Anette; Lillvist, Anne; Eriksson, Lilly; Bjorck-Akesson, Eva; Granlund, Mats – International Journal of Disability, Development and Education, 2010
This study investigates the definitions of the construct "young children in need of special support" given by preschool staff in Sweden in 540 preschool units. The study has a mixed-methods design based on qualitative analysis of an open-ended question and quantitative analysis of questionnaire responses. The results reveal two general…
Descriptors: Student Needs, Definitions, Foreign Countries, Preschool Teachers
The Construct of Social Competence--How Preschool Teachers Define Social Competence in Young Children
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Lillvist, Anne; Sandberg, Anette; Bjorck-Akesson, Eva; Granlund, Mats – International Journal of Early Childhood, 2009
Preschool teachers share their environment with young children on a daily basis and interventions promoting social competence are generally carried out in the preschool setting. The aim was to find out if and how preschool teachers' definitions of social competence are related to factors in the preschool environment like: a) the number of children…
Descriptors: Definitions, Foreign Countries, Preschool Teachers, Interpersonal Competence