Bidirectional Collaborations in an Intervention Randomized Controlled Trial Performed in the Swedish Early Childhood Education Context

Autor/inn/en	Frankenberg, Sofia J.; Taguchi, Hillevi Lenz; Gerholm, Tove; Bodén, Linnea; Kallioinen, Petter; Kjällander, Susanne; Palmer, Anna; Tonér, Signe
Titel	Bidirectional Collaborations in an Intervention Randomized Controlled Trial Performed in the Swedish Early Childhood Education Context
Quelle	In: Journal of Cognition and Development, 20 (2019) 2, S.182-202 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Frankenberg, Sofia J.) ORCID (Kjällander, Susanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2018.1520712
Schlagwörter	Cooperation; Intervention; Randomized Controlled Trials; Foreign Countries; Child Development; Preschools; Preschool Children; Educational Researchers; Early Childhood Education; Interdisciplinary Approach; Linguistics; Developmental Psychology; Cognitive Psychology; Neurosciences; Sweden (Stockholm) + Suchen Sie Ihr Suchwort? Co-operation; Kooperation; Ausland; Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Linguistik; Entwicklungspsychologie; Kognitive Psychologie; Neuroscience; Neurowissenschaften; Neurowissenschaft
Abstract	Within the field of developmental science, there is a general agreement of the need to work together across academic disciplinary boundaries in order to advance the understandings of how to optimize child development and learning. However, experience also shows that such collaborations may be challenging. This paper reports on the experiences of bidirectional collaboration between researchers in a multidisciplinary research team and between researchers and stakeholders, in the first randomized controlled trial in Swedish preschool. The objective of the trial was to investigate the effects of two pedagogical learning strategies evaluating language, communication, attention, executive functions and early math. The interdisciplinary team includes researchers from early childhood education, linguistics, developmental psychology and cognitive neuro science. Educational researchers and theorists within the field of early childhood education in Sweden have during the last two decades mainly undertaken small-scale qualitative praxis-oriented and participative research. There is a widespread skepticism with regards to some of the core principles in controlled intervention methodologies, including a strong resistance towards individual testing of children. Consequently unanticipated disagreements and conflicts arose within the research team, as RCT methodology requires the measurement of effects pre and post the intervention. The aim of this article is to discuss the conditions for bidirectional collaboration both between researchers and stakeholders and between researchers in the research team. The findings illustrate strategies and negotiations that emerged in order to address ontological and epistemological controversies and disagreements. These include (a) the negotiation of research ethics, (b) making divergences visible and learning from each other, (c) using a multi-epistemological and methodological approach as a complement to the RCT design and (d) the negotiation of research problems that are shared between educators and researchers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01