Uppeldi og menntun - 01.07.2012, Page 66

Uppeldi og menntun - 01.07.2012, Page 66
Uppeldi og menntUn/icelandic JoUrnal of edUcation 21(2) 201266 YngStU leikSkÓlabörnin: Samfélag í leik Sameinuðu þjóðirnar. (1992). Samningur Sameinuðu þjóðanna um réttindi barnsins. Sóttur 1. febrúar 2012 af http://www.humanrights.is/log-og-samningar/mannrettinda samningar/sameinudu-tjodirnar/crc/ Sandvik, N. (2002). Å gjøre seg synlig for seg selv og andre. Om avgrensings- og selv- hevdelsesstrategier blant 0–3 åringer i barnehage. Barn, 1(1), 49−67. Sheridan, S. og Pramling Samuelsson, I. (2001). Children’s conceptions of participation and influence in pre-school: A perspective on pedagogical quality. Contemporary Issues in Early Childhood, 2(2), 169−194. Shin, M. S., Recchia, S. L., Lee, S. y., Lee, y. J. og Mullarkey, L. S. (2004). Understanding early childhood leadership: Emerging competencies in the context of relationships. Journal of Early Childhood Research, 2(3), 301–316. Skånfors, L., Löfdahl, A. og Hägglund, S. (2009). Hidden spaces and places in the preschool: Withdrawal strategies in preschool children´s peer cultures. Journal of Early Childhood Research, 7(1), 94−109. Sommer, D. (2003). Barndomspsykologi: Udvikling i en forandret verden. Kaupmannahöfn: Hans Reitzel. Sommer, D., Pramling Samuelsson, I. og Hundeide, K. (2010). Child perspectives and children´s perspectives in theory and practice. New york: Springer. Stambak, M. og Verba, M. (1986). Organization of social play among toddlers: An eco- logical approach. Í E. C. Mueller og C. R. Cooper (ritstjórar), Process and outcome in peer relationships (bls. 229−247). London: Academic Press. Steinsholt, K. (1998). Lett som en lek? Ulike veivalg inn i leken og representasjonenes verden. Þrándheimi: Tapir. Stern, D. N. (1985). The interpersonal world of the infant: A view from psychoanalysis and developmental psychology. New york: Basic Books. Strandell, H. (1999). Hvad foregår der i samværet mellem børn? Børnehaven som eksempel. Í L. Dencik og P. S. Jørgensen (ritstjórar), Børn og familie i det postmoderne samfund (bls. 288−306). Kaupmannahöfn: Hans Reizel. Sutton-Smith, B. (1997). The ambiguity of play. Cambridge: Harvard University Press. Trewarthen, C. (2001). Intrinsic motives for companionship in understanding: Their origin, development, and significance for infant mental health. Infant Mental Health Journal, 22(1−2), 95−131. United Nations. (2005). Convention on the rights of the child: General Comment No 7. Implementing child rights in early childhood. Genf: Höfundur. Viencze, M. (1971). The social contacts of infants and young children reared together. Early Child Development and Care, 1(1), 99–109. Walsh, D. J. (2005). Developmental theory and early childhood education: Necessary but not sufficient. Í N. yelland (ritstjóri), Critical issues in early childhood education (bls. 40−58). Maidenhead: Open University Press. Walsh, D. J., Bakir, N., Lee, T. B., Chung, y.-H., Chung, K. o.fl. (2007). Using digital video in field-based research with children: A primer. Í J. A. Hatch (ritstjóri), Early childhood qualitative research (bls. 43–62). New york: Routledge.
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