Inbetween Literacy Desirings and Following Commands: Rethinking Digitalization in Swedish Early Childhood Education

Autor/inn/en	Buskqvist, Ulf; Johansson, Emelie; Hermansson, Carina
Titel	Inbetween Literacy Desirings and Following Commands: Rethinking Digitalization in Swedish Early Childhood Education
Quelle	In: Nordic Journal of Studies in Educational Policy, 9 (2023) 2, S.210-220 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Buskqvist, Ulf)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/20020317.2023.2229021
Schlagwörter	Foreign Countries; Early Childhood Education; Literacy; Preschool Children; Preschool Teachers; Educational Policy; Educational Practices; Theory Practice Relationship; Computer Uses in Education; Interactive Video; School Space; Educational Environment; Sweden + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Alphabetisierung; Schreib- und Lesefähigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Politics of education; Bildungspolitik; Bildungspraxis; Theorie-Praxis-Beziehung; Computernutzung; Interaktives Video; Schulraum; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schweden
Abstract	This article is an empirically grounded contribution to the understanding of how digitalization in education is interpreted and made into being by actors in everyday lives, in this case children and teachers in Swedish early childhood education. The focus is on interactions in an early childhood classroom upon and around a digital interactive floor setting. Drawing on the theoretical concept of socio-spatiality, this literacy event is understood as an enactment of policy where both teacher and children become actors and subjects. Using observations and video recordings as a methodological approach, the study shows how the literacy event in the digital setting is enacted and constituted as a relational process between literacy desirings and education policy regarding digitalization. The authors suggest that engaging with both children's processes of literacy desirings and educational commands in ECE digital activities serves as a productive way to investigate how digitalization is enacted in contemporary ECE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01