Uppeldi og menntun - 01.07.2006, Page 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