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Linköping University common rules and regulations (in Swedish)
Preschool's educational assignment in relation to children's living conditions, play, development and learning, 12 credits
Förskolans pedagogiska uppdrag i relation till barns livsvillkor, lek, utveckling och lärande, 12 hp
970G42
Main field of study
Pedagogical WorkCourse level
First cycleCourse type
Programme courseExaminer
Mats BevemyrCourse coordinator
Mats BevemyrDirector of studies or equivalent
Birgitta PlymothECV = Elective / Compulsory / Voluntary
| Course offered for | Semester | Weeks | Language | Campus | ECV | |
|---|---|---|---|---|---|---|
| L1FOR | Pre-school Teacher Programme | 2 (Spring 2020) | 202004-202011 | Swedish | Norrköping, Norrköping | C |
| L1FOR | Pre-school Teacher Programme | 2 (Spring 2020) | 202004-202011 | Swedish | Västervik | C |
| L1FOR | Pre-school Teacher Programme | 2 (Spring 2020) | 202004-202011 | Swedish | Vimmerby | C |
| L1FOR | Pre-school Teacher Programme | 2 (Spring 2020) | 202004-202011 | Swedish | Hultsfred | C |
Main field of study
Pedagogical WorkCourse level
First cycleAdvancement level
G1XCourse offered for
- Pre-school Teacher Programme
Examination
Applies to all courses regardless of grading scale.
- Students failing an exam covering either the entire course or part of the course two times are entitled to have a new examiner appointed for the reexamination.
If the course has a three-graded grading scale (U - VG), following applies:
- Students who have passed an examination may not retake it in order to improve their grades.
The following applies to courses that include a compulsory component:
- If special circumstances prevail, and if it is possible with consideration of the nature of the compulsory component, the examiner may decide to replace the compulsory component with another equivalent component.
If the LiU coordinator for students with disabilities has granted a student the right to an adapted examination for a written examination in an examination hall, the student has the right to it. If the coordinator has instead recommended for the student an adapted examination or alternative form of examination, the examiner may grant this if the examiner assesses that it is possible, based on consideration of the course objectives.
Grades
Three-grade scale, U, G, VGOther information
Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus.
The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed.
Department
Institutionen för beteendevetenskap och lärande| Code | Name | Scope | Grading scale |
|---|---|---|---|
| SEM1 | Exercises | 1.5 credits | U, G |
| SEM2 | Exercises | 1.5 credits | U, G |
| MRE1 | Exercises | 2 credits | U, G |
| SRE1 | Exercises | 4.5 credits | U, G, VG |
| SRE2 | Exercises | 2.5 credits | U, G |
Eidevald, C., Engdahl, I. (2018). Utbildning och undervisning i förskolan. Omsorgsfullt och lekfullt stöd för lärande och utveckling. Liber.
Eilard, A. (2010). Perspektiv på barndom och barns villkor i relation till lärande. I Skolverket, Perspektiv på barndom och barns lärande. Stockholm: Skolverket. Hämtad från: https://www.skolverket.se/publikationer?id=2393 Kapitel 2
Eriksson Bergström, S. (2017). Rum, barn och pedagoger. Om möjligheter och begränsningar för lek, kreativitet och förhandling. Stockholm: Liber.
Halldén, G. (2007). Den moderna barndomen och barns vardagsliv. Stockholm: Carlsson Bokförlag. Kapitel 1-6 och 9-10
Hughes, C. & Leekam, S. (2004). What are the links between theory of mind and social relations? Review, reflections and new directions for studies of typical and atypical development. Social Development, 13(4), 591-619.
Jones, E. J. H., & Herbert, J. S. (2006). Exploring Memory in Infancy: Deferred Imitation and the Development of Declarative Memory. Infant and Child Development, 15, 195–205.
Knutsdotter Olofsson, B. (2017). (Red.), Larsén, M. Den fria lekens pedagogik – Teori och praktik om fantasileken. Stockholm: Liber.
Lenz Taguchi, Hillevi, Bodén, Linnéa & Ohrlander, Kajsa (red.)(2011). En rosa pedagogik: Jämställdhetspolitiska utmaningar. Stockholm: Liber. Kapitel 9
Lillemyr, O. F. (2013). Lek på allvar – en spännande utmaning. Stockholm: Liber.
Löfdahl, A. (2004). Förskolebarns gemensamma lekar: mening och innehåll. Lund: Studentlitteratur
Löfdahl, A. (2014). Kamratkulturer i förskolan: en lek på andras villkor. Stockholm: Liber
Martinsson, L. & Reimers, E. (2014). Skola i normer. Malmö: Gleerups. Kapitel 1.
Nilsen, M. (2017). Kap. 10. Datorplattor och de yngsta barnen i förskolan. I Pramling Samuelsson, I & Jonsson, A. Förskolans yngsta barn – perspektiv på omsorg, lärande och lek. Stockholm; Liber.
Nordin-Hultman, E. (2004). Pedagogiska miljöer och barns subjektskapande. (1. uppl.) Stockholm: Liber.
Riddersporre, B & Bruce, B. (2016). Omsorg i en förskola på vetenskaplig grund. Stockholm: Natur & Kultur Kapitel 1, 2, 6, 7 och 10
Skolverket (2016). Läroplan för förskolan Lpfö 98. ([Ny, rev. utg.]). Stockholm: Skolverket.
Skolverket (2019). Läroplan för förskoleklassen. Stockholm: Skolverket.
Sundqvist, A., Holmer, E., Koch, F-S., Heimann, M. (2017) Developing theory of mind abilities in Swedish preschoolers. Infant and child development. 27(4), 1-14. Hämtad från: https://onlinelibrary.wiley.com/doi/10.1002/icd.2090
Tellgren, B. (2004). Förskolan som mötesplats: barns strategier för tillträden och uteslutningar i lek och samtal. Licentiatavhandling Örebro Universitet, Pedagogiska institutionen.
Trawick-Smith, J. (2014). Early childhood development. A multicultural perspective. (6th ed.) Upper Saddle River, New Jersey: Merril. Kapitel 2 (s. 20-24), 7 (147-162), 9, 11 (s.255-260), 13, 18.
Tullgren, C. (2003). Den välreglerade friheten: att konstruera det lekande barnet. Doktorsavhandling. Malmö högskola, Lärarutbildningen.
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