Uppeldi og menntun - 01.07.2006, Side 92

Uppeldi og menntun - 01.07.2006, Side 92
2 Christensen, P. og James, a. (2000). Researching children and childhood: Cultures of communication. í P. Christensen og a. James (Ritstj.), Research with children (bls. 1–8). New york: Falmer Press. Christensen, P. og Prout, a. (2002). Working with ethical symmetry in social research with children. Childhood, 9(4), 477–497. Clark, a. og Moss, P. (2001). Listening to young children. London: National Children’s Bureau and Rowntree Foundation. Clark, a. og Moss, P. (2005). Spaces to play: More listening to young children using the Mosaic approach. London: National Children’s Bureau and Rowntree Foundation. Cook, T. og Hess, E. (2003, september). Contribution for early childhood education collaborative. Fyrirlestur á ráðstefnu European Early Childhood Research associ- ation, Glasgow. Corsaro, W. og Molinari, L. (2000). Priming events and Italian children’s transition from preschool to elementary school: Representation and action. Social Psychology Quarterly, 63(1), 16–33. Corsaro, W. a. (1997). The sociology of childhood. Thousand Oaks, Ca: Pine Forge Press. Coyne, I. T. (1998). Researching children: Some methodological and ethical consider- ations. Journal of Clinical Nursing, 7, 409–416. Dahl, k., L. (1995). Challenges in understanding the learner’s perspective. Theory into practice: Learning from student voices, 34(2), 124–130. Dahlberg, G., Moss, P. og Pence, a. R. (1999). Beyond quality in early childhood education and care: Postmodern perspectives. London, Philadelphia, Pa: Falmer Press. Davis, J. M. (1998). Understanding the meanings of children: a reflex­ive process. Children & Society, 12, 325–335. Dewey, J. (2000). Reynsla og menntun (Gunnar Ragnarsson, þýð.). Reykjavík: Rannsókn- arstofnun kennaraháskóla íslands (Upphaflega kom verkið út 1938). Dockett, S. og Perry, B. (2002). Who’s ready for what? young children starting school. Contemporary Issues in Early Childhood, 3(1), 67–89. Dockett, S. og Perry, B. (2004). Starting school: Perspectives of australian children, parents and educators. Journal of Early Childhood Research, 2(2), 171–189. Dockett, S. og Perry, B. (2005a). Researching with children: Insights from the Starting School Research Project. Early Child Development and Care, 175(6), 507–522. Dockett, S. og Perry, B. (2005b). “you need to know how to play safe”: Children’s ex­periences of starting school. Contemporary Issues in Early Childhood, 6(1), 4–18. Doverborg, E. og Pramling Samuelsson, I. (2003). Å forstå børns tanker: Børneinterview som pædagogisk redskab. (a. G. Holtough, þýð.). Copenhagen: Hans Reitzel. Dupree, E., Bertram, T. og Pascal, C. (2001, ágúst). Listening to children´s perspectives of their early childhood settings. Fyrirlestur á ráðstefnu EECERa, Early Childhood Narratives, alkmaar. Eide, B. og Winger, N. (1994). Du gleder deg vel til å begynne på skolen! Oslo: Barnevernsaka- demet. Eide, B. J. og Winger, N. (2005). From children’s point of view. í a. Clark, a. T. kjörholt l e iks­kó­l inn frÁ s­ jó­narHó­l i Barna
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