Uppeldi og menntun - 01.07.2011, Side 89

Uppeldi og menntun - 01.07.2011, Side 89
Uppeldi og menntUn/icelandic JoUrnal of edUcation 20 (2) 2011 89 Jóhanna einarsdóttir Jóhanna Einarsdóttir. (2007c). Lítil börn með skólatöskur: Tengsl leikskóla og grunnskóla. Reykjavík: Háskólaútgáfan og Rannsóknarstofa í menntunarfræðum ungra barna. Jóhanna Einarsdóttir. (2008a). Viðhorf til barna og áhrif á leikskólastarf. Í Jóhanna Einarsdóttir og Bryndís Garðarsdóttir (ritstjórar), Sjónarmið barna og lýðræði í leik- skólastarfi (bls. 17–29). Reykjavík: Háskólaútgáfan og RannUng. Jóhanna Einarsdóttir. (2008b). Þátttaka barna. Í Jóhanna Einarsdóttir og Bryndís Garðarsdóttir (ritstjórar), Sjónarmið barna og lýðræði í leikskólastarfi (bls. 115–130). Reykjavík: Háskólaútgáfan og RannUng. Jóhanna Einarsdóttir. (2008c). Children’s and parents’ perspectives on the purposes of playschool in Iceland. International Journal of Educational Research, 47(5), 283–291. Jóhanna Einarsdóttir, Dockett, S. og Perry, B. (2009). Making meaning: Children’s per- spectives expressed through drawings. Early Child Development and Care, 179(2), 217–232. Kagan, S. L. og Neuman, M. J. (1998). Lessons from three decades of transition research. The Elementary School Journal, 98(4), 365–379. Kjørholt, A. T. (2005). The competent child and ‘the right to be oneself’: Reflections on children as fellow citizens in an early childhood centre. Í A. Clark, A. T. Kjørholt og P. Moss (ritstjórar), Beyond listening: Children’s perspectives on early childhood services (bls. 151–173). Bristol: Policy Press. Komulainen, S. (2007). The ambiguity of the child’s ‘voice’ in social research. Childhood, 14(1), 11–28. MacNaughton, G., Hughes, P. og Smith, K. (2007). Young children’s rights and public policy: Practices and possibilities for citizenship in the early years. Children and Society, 21(6), 458–469. Mannion, G. (2007). Going spatial, going relational: Why “listening to children” and children’s participation needs reframing. Discourse: Studies in the Cultural Politics of Education, 28(3), 405–420. Mannion, G. og I’Anson, J. (2004). Beyond the Disneyesque: Children’s participation, spatiality and adult-child relations. Childhood, 11(3), 303–318. Margetts, K. (2002). Transition to school – Complexity and diversity. European Early Childhood Education Research Journal, 10(2), 103–114. Mayall, B. (2000). Conversations with children: Working with generational issues. Í P. Christensen og A. James (ritstjórar), Research with children: Perspectives and prac- tices (bls. 120–135). New York: Falmer. Miles, M. B. og Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2. útgáfa). Thousand Oaks: Sage. O’Kane, C. (2000). The development of participatory techniques: Facilitating children’s views about decisions which affect them. Í P. Christensen og A. James (ritstjórar), Research with children: Perspectives and practices (bls. 136–159). New York: Falmer. Page, J. (2008). Rethinking citizenship from the perspective of four and five year old children’s experiences of being happy. Í G. MacNaughton, P. Hughes og K. Smith (ritstjórar), Young children as active citizens: Principles, policies and pedagogies (bls. 220– 229). Newcastle: Cambridge Scholars Publishing.
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