Uppeldi og menntun - 01.07.2006, Side 94

Uppeldi og menntun - 01.07.2006, Side 94
4 kjörholt, a. T., Moss, P. og Clark, a. (2005). Beyond listening: Future prospects. í a. Clark, a. T. kjörholt & P. Moss (Ritstj.), Beyond listening: Children’s perspectives on early childhood services (bls. 175–188). Bristol: Policy Press. kristín Dýrfjörð (2003). Viðhorf hagsmunaaðila til ytra mats á íslenskum leikskólum. óút- gefin Meistaraprófsritgerð, Háskóli íslands, Reykjavík. Langsted, O. (1994). Looking at quality from the child’s perspective. í P. Moss og a. Pence (Ritstj.), Valuing quality in early childhood service: new approaches to defining quality (bls. 28–42). London: Paul Chapman. Leikskólar Reykjavíkur. (2004). Viðhorfskönnun meðal foreldra leikskólabarna hjá Leikskól­ um Reykjavíkur árið 2004. Reykjavík: Leikskólar Reykjavíkur. Lög um leikskóla . Nr . 78/1994. Mayall, B. (2000). Conversations with children: Working with generational issues. í P. Christensen & a. James (Ritstj.), Research with children (bls. 120–135). New york: Falmer Press. Menntamálaráðuneytið (1999). Aðalnámskrá leikskóla. Reykjavík: Menntamálaráðu- neytið. Moss, P. (1994). Defining quality: Values, stakeholders and processes. í P. Moss og a. Pence (Ritstj.), Valuing quality in early childhood services (bls. 1–9). London: Paul Chapman. Noddings, N. (1984). Caring: A feminine approach of things & moral education. Berkeley: University of California Press. Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. New york: Teachers College Press. O’kane, C. (2000). The development of participatory techniques: Facilitating children’s views about decisions which affect them. í P. Christensen og a. James (Ritstj.), Research with children (bls. 136–159). New york: Falmer Press. Peters, S. (2000, ágúst). Multiple perspectives on continuity in early learning and the transition to school. Fyrirlestur á ráðstefnu EECERa, London. Pramling Samuelsson, I. og Willams-Graneld, P. (1993, ágúst). Starting compulsory school: Preschool teachers’ conceptions and children’s ex­perience. Fyrirlestur á ráðstefnu OMEP asia-Pacific Region International Conference, Osaka, Japan. Pramling, I., klerfelt, a. og Graneld, W. (2001). Först var det roligt, sen blev det tråkigt och sen vande man sig: barns möte med skolans värld. Sótt 21. apríl 2001 af http://www. ped.gu.se/users/pramling/early/roligt.html Punch, S. (2002). Research with children: The same or different from research with adults? Childhood, 9(3), 321–341. Qvortrup, J. (1994). Ex­plorations in sociology of childhood. köbenhavn: Sociologisk Institut köbenhavns Universitet. Qvortrup, J. (2002). Sociology of childhood: Conceptual liberation of children. í F. Mouritsen og J. Qvortrup (Ritstj.), Childhood and children’s culture (bls. 43–78). Odense: University Press of Southern Denmark. Rasmussen, k. (1999). Om fotografering og fotografi som forskningsstrategi i barn- domsforskning. Dansk Sociologi, 1, 64–78. l e iks­kó­l inn frÁ s­ jó­narHó­l i Barna
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