Tímarit um menntarannsóknir - 01.06.2012, Qupperneq 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