Uppeldi og menntun - 01.07.2012, Blaðsíða 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.