Documenting Development and Pedagogy in the Swedish Preschool: the Use of the Portfolio as a Vehicle for Reflection, Learning and Democracy

  • Devon McKenna
Keywords: Undergraduate research, Education abroad, Undergraduate research abroad, Sweden, childhood and family policy

Abstract

This article presents an undergraduate student research project with Cornell Abroad’s semester-long Swedish practicum in childhood, family, and social policy conducted on a study abroad program in Sweden.

Downloads

Download data is not yet available.

Author Biography

Devon McKenna

Devon E. McKenna currently teaches at a private special-education elementary school in New York City and is a candidate for a Masters of Science in Early Childhood General and Special Education from Bank Street College of Education. She graduated in May 2004 with a Bachelor of Science in Human Development from Cornell University’s College of Human Ecology. In the spring of 2003, she participated in Cornell’s departmental abroad program, The Swedish Practicum in Early Care, Education, and Family Policy in Gothenburg, Sweden, and was awarded a research grant from Albertska Stiftelserna. She is originally from New Paltz, New York.

References

Burgess, R. (1984). In the Field: An Introduction to Field Research. London: Routledge.

Burman, E. (1994). Deconstructing Developmental Psychology. London: Routledge.

Cryer, D., & Clifford, R.M. (2003). Early Childhood Education & Care in the USA. Baltimore, MD: Paul H. Brookes Publishing Company.

Dahlberg, G., & Åsen, G. (1994). Evaluation and regulation: a question of empowerment. In P. Moss, & A. Pence (Eds.), Valuing Quality in Early Childhood Services (pp. 157-171). London: Teachers College Press.

Dahlberg, G., Moss, P., & Pence, A. (1999). Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives. Philadelphia, PA: Falmer Press.

Dichtelmiller, M.L., Jablon, J.R., Dorfman, A.B., Marsden, D.B., & Meisels, S.J. (2000). Work Sampling in the Classroom: A Teacher’s Manual. USA: Rebus Inc.

Dichtemiller, M.L., Jablon, J.R., Marsden, D.B., & Meisels, S.J. (2001). Preschool through Third Grade: Omnibus Guidelines (4th ed.). USA: Rebus Inc.

Doverborg, E., & Pramling, I. (1996). Learning and Development in Early Childhood Education. Sweden: Liber.

Edwards, C., Gandini, L., & Forman, G. (Eds.). (1993). The Hundred Languages of Children. Norwood, NJ:Ablex.

Grace, C. (1992). The Portfolio and its Use: Developmentally Appropriate Assessment of Young Children. (ERIC Document Reproduction Service No. EDO-PS-11).

Gullo, D.F. (1994). Understanding Assessment and Evaluation in Early Childhood Educaton. New York, NY: Teachers College Press.

Göthson, H. (1991). Från Kommunala Riktlinjer till Utvärdering. Stockholm: Utbildningsförlaget.

Hammersley, M., & Atkinson, P. (1983). Ethnography: Principles in practice. London: University Press.

Helm, J.H., Beneke, S., & Steinheimer, K. (1998). Windows on Learning: Documenting Young Children’s Work. New York, NY: Teachers College Press.

Lather, P. (1992). Postmodernity and the human sciences. In S. Kvale (Ed.), Psychology and Postmodernism. London: Sage.

Kvale, S. (Ed.). (1992). Psychology and Postmoderism. London: Sage.

Malaguzzi, L. (1993). History, ideas and basic philosophy. In Edwards, C., Gandini, L., & Forman, G. (Eds.), The Hundred Languages of Children, Norwood, NJ: Ablex.

Ministry of Education and Science in Sweden. (2001). Curriculum for the preschool
(Lpfö 98). Stockholm: Fritzes Offentliga Publikationer.

Ministry of Justice in Sweden. (2002, February). Democracy in a New Century. Article No. Ju 02.02e. Retrieved March 24, 2003, from http://www.justitie.regeringen.se/inenglish/_issues/Influence/democracy.htm

Organisation for Economic Cooperation and Development. (2001). Starting Strong: Early Childhood Education and Care. Paris: OECD. Organisation for Economic Coopertion and Development. (2002). Education Policy Analysis: 2002 edition. Paris: OECD.

Parker, I., & Burman, E. (1993). Against discursive imperialism, empiricism and constructionism: thirty-two problems with discourse analysis. In I. Parker & E. Burman (Eds.), Discourse Analytic Research: Repertories and Readings of Texts in Action. London, Routledge.

Pramling, I. (1996). Understanding and empowering the child as a learner. In D. Ohlson & N. Torrance (Eds.), The handbook of Education and Human Development. Oxford: Blackwell.

Rinaldi, C. (1994). ‘Observation and documentation’, paper given at the Research Conference, Reggio Emilia, June 1995.

Saluja, G., Scott-Little, C., & Clifford, R.M. (2000). Readiness for School: A Survey of State Policies and Definitions. Early Childhood Research and Practice, 2(2). Retrieved April 29, 2003, from http://ecrp.uiuc.edu/v2n2/saluja.html

Skolplan för Göteborgs Stad 2001-2004. (2001, June 20). Retrieved April 2, 2003, from http://www.users.one.se/nytorpsskosidor/styrelse/lankar/skolplan.pdf

Shepard, L., Kagan, S.L., & Wurtz, E. (Eds.). (1998). Principles and Recommendations for Early Chilhood Assessments. Washington, DC: National Education Goals Panel.

SOU. (1972). Förskolan del 1 och 2 [The Preschool, Volumes 1 and 2]. Stockholm: Allmänna Förlaget.

SOU. (1975). Utbildning I samspel [Education for relationships]. Stockholm: Allmänna Förlaget.SOU. (2000:1). Report of the Government Commission on Swedish Democracy. Stockholm: Utbildningsdepartment.

Warmoth, A. (2000). Social Contructionist Epistemology. Retrieved May 14, 2003, from http://www.sonoma.edu/psychology/307/epistemology.html
Published
2005-11-15
How to Cite
McKenna, D. (2005). Documenting Development and Pedagogy in the Swedish Preschool: the Use of the Portfolio as a Vehicle for Reflection, Learning and Democracy. Frontiers: The Interdisciplinary Journal of Study Abroad, 12(1), 161-184. https://doi.org/10.36366/frontiers.v12i1.188