The selection of informants in kindergarten research in Norway: A critical review
The institution of the kindergarten serves important functions in western societies. The mandate of kindergarten staff reflects this, encompassing aspects of vital importance for children’s well-being and their learning and development processes. Empirical research is needed to scrutinise how kinder...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Cappelen Damm Akademisk NOASP
2020-04-01
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| Series: | Nordisk tidsskrift for utdanning og praksis |
| Subjects: | |
| Online Access: | https://utdanningogpraksis.no/index.php/up/article/view/2047/4125 |
| _version_ | 1827363204343267328 |
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| author | Liv Ingrid Aske Håberg Kjartan Leer-Salvesen |
| author_facet | Liv Ingrid Aske Håberg Kjartan Leer-Salvesen |
| author_sort | Liv Ingrid Aske Håberg |
| collection | DOAJ |
| description | The institution of the kindergarten serves important functions in western societies. The mandate of kindergarten staff reflects this, encompassing aspects of vital importance for children’s well-being and their learning and development processes. Empirical research is needed to scrutinise how kindergarten staff perform these tasks. Analyses of previous studies (Gulbrandsen, Johansson & Nilsen, 2002; Hopperstad, Hellem & Kjørholt, 2005; Borg, Backe-Hansen & Kristiansen, 2008) indicate that while assistants are the main occupational group in Norwegian kindergartens, they have rarely been engaged as informants in kindergarten research. This article reports results from a literature review that investigated which occupational groups have featured as informants in Norwegian kindergarten research from 2008 to 2017. The searches resulted in 149 hits; kindergarten assistants were included as informants in only 43 hits, and they were never the sole occupational group investigated. In closing, the article discusses the methodological and epistemological implications resulting from the skewed representation of kindergarten staff. |
| first_indexed | 2024-03-08T07:45:38Z |
| format | Article |
| id | doaj.art-2081c122e2e4488b887a871af1025496 |
| institution | Directory Open Access Journal |
| issn | 2535-7697 |
| language | English |
| last_indexed | 2024-03-08T07:45:38Z |
| publishDate | 2020-04-01 |
| publisher | Cappelen Damm Akademisk NOASP |
| record_format | Article |
| series | Nordisk tidsskrift for utdanning og praksis |
| spelling | doaj.art-2081c122e2e4488b887a871af10254962024-02-02T16:19:07ZengCappelen Damm Akademisk NOASPNordisk tidsskrift for utdanning og praksis2535-76972020-04-01142386110.23865/up.v14.2047up.v14.2047The selection of informants in kindergarten research in Norway: A critical reviewLiv Ingrid Aske HåbergKjartan Leer-SalvesenThe institution of the kindergarten serves important functions in western societies. The mandate of kindergarten staff reflects this, encompassing aspects of vital importance for children’s well-being and their learning and development processes. Empirical research is needed to scrutinise how kindergarten staff perform these tasks. Analyses of previous studies (Gulbrandsen, Johansson & Nilsen, 2002; Hopperstad, Hellem & Kjørholt, 2005; Borg, Backe-Hansen & Kristiansen, 2008) indicate that while assistants are the main occupational group in Norwegian kindergartens, they have rarely been engaged as informants in kindergarten research. This article reports results from a literature review that investigated which occupational groups have featured as informants in Norwegian kindergarten research from 2008 to 2017. The searches resulted in 149 hits; kindergarten assistants were included as informants in only 43 hits, and they were never the sole occupational group investigated. In closing, the article discusses the methodological and epistemological implications resulting from the skewed representation of kindergarten staff.https://utdanningogpraksis.no/index.php/up/article/view/2047/4125reviewkindergarten staffvaliditymethodological implicationsrepresentation |
| spellingShingle | Liv Ingrid Aske Håberg Kjartan Leer-Salvesen The selection of informants in kindergarten research in Norway: A critical review Nordisk tidsskrift for utdanning og praksis review kindergarten staff validity methodological implications representation |
| title | The selection of informants in kindergarten research in Norway: A critical review |
| title_full | The selection of informants in kindergarten research in Norway: A critical review |
| title_fullStr | The selection of informants in kindergarten research in Norway: A critical review |
| title_full_unstemmed | The selection of informants in kindergarten research in Norway: A critical review |
| title_short | The selection of informants in kindergarten research in Norway: A critical review |
| title_sort | selection of informants in kindergarten research in norway a critical review |
| topic | review kindergarten staff validity methodological implications representation |
| url | https://utdanningogpraksis.no/index.php/up/article/view/2047/4125 |
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