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  • 1.
    Lebedeva, Nadezda
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    What keeps play alive? : A Dynamic Systems approach to playing interactions of young newcomer children in Sweden2020Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    The study is a theoretically driven research project with the intention to apply the Dynamic Systems (DS) approach to play in relation to the time of transition of newcomer children to Swedish Early Childhood Education and Care (ECEC). The aim of the study is first to contribute to knowledge about how play emerges and how to understand its dynamics, and second to explore the possibilities of the DS approach in connection to empirical investigations in the field of ECEC.  The research questions include following: What are the theoretical and methodological implications of the DS approach to play among newcomer children? How do newcomer children experience playing interactions during their transition to Swedish ECEC? Which play patterns maintain the playing interactions in each new situation for newcomer children during their transition?

    An explicit tool for analyzing the newcomer children’s interviews is developed in order to get closer to children’s experiences and to decrease possible adults’/researcher’s/cultural influence on children. In addition, a specific soft GridWare (Lamey et al., 2004), developed on the principles and concepts of dynamic systems ideas, is used for exploding the changes and development of playing interactions among newcomer children.

    The DS approach to play among newcomer children demonstrates that playing activities of newcomer children is an embodied, flexible and self-organizing phenomenon, functioning in response to multiple contexts, which can include both individual, social and material elements. The DS approach also shows a possible way to research dynamics of such a complex phenomenon. Newcomer children communicated what was important for their playing interactions “from inside” of a play, while observations added few vital patterns to it. Thus, the dynamic system of playing interactions among newcomers got its’ shape from relational, embodiment, activities and locational categories (REAL) including multiple patterns within and between each of the category. Emotional category appeared to be a pattern, which both triggers the dynamics and change of play as well as remains the main outcome of it.

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  • 2.
    Lebedeva, Nadezda
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Children who are newcomers to Sweden and their play2016Konferensbidrag (Refereegranskat)
    Abstract [en]

     The paper presents descriptive findings from the interviews conducted with young children (3.5-5 years old) from a preschool section of a centre for newcomers in a municipality receiving a big number of people from immigrant and refugee backgrounds. Young participants of the interviews (n=8) have Syrian, Iraqi, Eritrean and Palestinian backgrounds. The children were asked about their favourite ways of playing and their favourite toys. In this paper the term newcomers is used to indicate children, arrived from foreign countries to Sweden for various reasons such as being members of asylum seekers' families or for a family reunion with relatives already granted a persmission to stay in Sweden. Previous research (Kirova (2010), Kirova-Petrova (2002), Dachyshyn and Kirova (2008)) presents play as a context for exploring representations of cultural scripts, miscommunications and transition of newcomer children. The interviews' data constitutes a part of a bigger data collected for the research project on play among newcomer children in Swedish preschool. The project is developed via system and dynamic systems perspective lenses. Group interviews as well as individual interviews were conducted depending on children's individual wish to participate or share some information. The research was approved by Swedish Ethical Board prior to the beginning. Written consent from parents alone with oral agreement from children were obtained before the interviews. Detailed analysis of interviews opens a discussion. Ethical considerations will be debated, particularly in connection to gathering data with the help of interpreters. The paper contributes to further understanding of play among newcomer children.  

  • 3.
    Lebedeva, Nadezda
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Ridder, Iris
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Thinking play in Early Childhood Education through system perspectives2015Konferensbidrag (Refereegranskat)
    Abstract [en]

    The paper examines the theoretical foundations of a dynamic systems (DS) approach to play in the field of Early Childhood Education. It is argued that dynamic systems insight from developmental psychology (van Geert, 2007) and system theory insight from sociology (a Luhmanian perspective is also shortly analysed in regard to play) are able to contribute to an integrative concept of play to better understand preschool practice as well as to make possible effective changes in practice in connection to play. The paper summarises such DS approach features as self-organisation, attractors or phase transition in connection to play. The links to General System Theory and Cultural Historical Activity Theory (CHAT) are also discussed. DS methodology is associated with measuring and assessing dynamic changes in a defined system. DS method being the most challenging issue within this approach is represented by State Space Grids (SSG) (Hollenstein). The paper analyses possibilities and limitations of SSG as a method for studying play, capturing and measuring its features.The paper is based on secondary data devoted to the DS approach, therefore the main ethical considerations have been made concerning both fair presentation and critical considerations of the presented theoretical approach. Looking at how the concept of play can be defined from a system theory perspective and dynamic systems approach in particular is a starting point of a discussion. Implication of this theoretical approach for the field of Early Childhood Education will be discussed using an example of playing interactions of children-newcomers.

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