Tímarit um menntarannsóknir - 01.06.2012, Page 108

Tímarit um menntarannsóknir - 01.06.2012, Page 108
108 Albon, D. (2011). Postmodern and post- structuralist perspectives on early child- hood education. Í L. Miller og L. Pound (ritstjórar), Theories and approaches to learning in the early years (bls. 38–52). Los Angeles/London: Sage. Alexander, K. L. og Entwisle, D. R. (1998). Facilitating the transition to first grade: The nature of transition and research on factors affecting it. Elementary School Journal, 98(4), 351–364. Brooker, L. (2002). Starting school: Young children learning cultures. Buckingham: Open University Press. Broström, S. (2005). Transition problems and play as transitory activity. Australian Journal of Early Childhood, 30(3), 17–25. Broström, S. (2006). Children’s perspectives on their childhood experiences. Í Jóhanna Einarsdóttir og J. T. Wagner (ritstjórar), Nordic childhoods and early education: Philosophy, research, policy, and practice in Denmark, Finland, Iceland, Norway, and Sweden (bls. 223–256). Connecticut: Information Age. Broström, S. og Wagner, J. T. (2003). Early childhood education in five Nordic count- ries: Perspectives on the transition from preschool to school. Århus: Systime/Aca- demic. Clark, A. og Moss, P. (2001). Listening to young children:The Mosaic approach. London: National Children’s Bureau. Cocks, A. J. (2006). The ethical maze: Finding an inclusive path towards gaining chil- dren’s agreement to research participa- tion. Childhood, 13(2), 247–266. Cook, T. og Hess, E. (2007). What the cam- era sees and from whose perspective: Fun methodologies for engaging children in enlightening adults. Childhood, 14(1), 29–45. Corsaro, W. A. (1997). The sociology of child- hood. Thousand Oaks: Pine Forge. Corsaro, W. A. og Molinari, L. (2000a). Enter- ing and observing in children’s worlds: A reflection on a longitudinal ethnography of early education in Italy. Í P. Christensen og A. James (ritstjórar), Research with children: Perspectices and practices (bls. 179–200). New York: Falmer. Corsaro, W. A. og Molinari, L. (2000b). Prim- ing events and Italian children’s transi- tion from preschool to elementary school: Representation and action. Social Psy- chology Quarterly, 63(1), 16–33. Corsaro, W. A. og Molinari, L. (2005). I com- pagni: Understanding children’s transi- tion from preschool to elementary school. New York: Teachers College Press. Dahlberg, G., Moss, P. og Pence, A. R. (2007). Beyond quality in early childhood educa- tion and care: Languages of evaluation. London: Falmer Press. Dockett, S., Jóhanna Einarsdóttir og Perry, B. (2009). Researching with children: Ethical tensions. Journal of Early Childhood Re- search, 7(3), 283–298. Dockett, S., Jóhanna Einarsdóttir og Perry, B. (2011). Balancing methodologies and methods in researching with young chil- dren. Í D. Harcourt, B. Perry og T. Waller (ritstjórar), Researching young children’s perspectives: Ethics, theory, and research (bls. 68–81). London: Routledge. Dockett, S. og Perry, B. (2007). Transitions to school: Perceptions, expectations, experi- ences. Sydney: UNSW Press. Dockett, S. og Perry, B. (2011). Research- ing with young children: Seeking assent. Child Indidicators Research, 4, 231–247. Heimildaskrá Jóhanna Einarsdóttir
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