PRECEC artiklar

Abou-Taouk, H., Nilsen, M. & Wallerstedt, C. (2024). Leka på flera språk: Att stötta flerspråkigt deltagande i förskolan. Nordisk barnehageforskning, 21(3), 205–226. https://doi.org/10.23865/nbf.v21.557.

Lagerlöf, P., Wallerstedt, C., & Pramling, N. (2023). Participation and responsiveness: children’s rights in play from the perspective of play-responsive early childhood education and care and the UNCRC, Oxford Review of Education, 49(5), 698-712. https://doi.org/10.1080/03054985.2022.2154202.

Lund, K., Redfors, A., & Jonsson, A Jonsson (2024). Preschool teachers’ discussions of attempted play-responsive science teaching, International Journal of Science Education, https://doi.org/10.1080/09500693.2024.2348187.

Lund, K., Redfors, A., & Jonsson, A. (2024): Can we play with science? Preschool teachers’ discussion about play-responsive teaching and how science content can be introduced into play with support of digital tools, Early Years, https://doi.org/10.1080/09575146.2024.2365182.

Lund, K., Redfors, A., & Jonsson, A. (2024). Preschool Teachers’ Experiences of Using Projected Images and Videos in Attempted Play-responsive Science Teaching. Early Childhood Educ J. https://doi.org/10.1007/s10643-024-01777-8.

Olsson, M. B., Almqvist, A. O., & Kultti, A. (2025). Facilitating professional development in early childhood education and care–Integrating theoretical concepts to develop practice. Teaching and Teacher Education, 160, 105016. https://doi.org/10.1016/j.tate.2025.105016

Pramling, N., & Pramling Samuelsson, I. (2024). Engaging children in what-if thinking through read-aloud conversations in early childhood education for sustainability, European Early Childhood Education Research Journal, https://doi.org/10.1080/1350293X.2024.2437760.

Pramling, N., Myrendal, J., & Shengjergji, S. (2024). Negotiating agency in teacher-children triads of collaborative (re)storytelling: Empirical study and methodological implications, Learning, Culture and Social Interaction, 49. https://doi.org/10.1016/j.lcsi.2024.100865.

Shengjergji, S. (2024): « Yeah, I am making new stuff! »: responsivity to and negotiations of agency during digital storytelling in preschool, European Early Childhood Education Research Journal, https://doi.org/10.1080/1350293X.2023.2301595.

Shengjergji, S., Myrendal, J. & Pramling, N. (2024). Responding to Children’s Semiotic Repertoires in Collaborative Digital Storytelling. Early Childhood Educ J. https://doi.org/10.1007/s10643-024-01761-2.

Stavholm, E. (2025). Social sustainability in Early Childhood Education and Care through play, responsiveness and inclusion: teachers’ responses to children’s non-verbal initiatives in play, Oxford Review of Education, 
https://doi.org/10.1080/03054985.2025.2458515.

Stavholm, E., Lagerlöf, P., & Wallerstedt, C. (2021). Appropriating the concept of metacommunication: An empirical study of the professional learning of an early childhood education work-team, Teaching and Teacher Education, 102, 103306, https://doi.org/10.1016/j.tate.2021.103306.

Stavholm, E., Lagerlöf, P., & Wallerstedt, C. (2023). The mediating role of concepts for collective reasoning about integrating play, teaching and digital media in preschool: A potential for enabled agency for early childhood teachers. Journal of Early Childhood Research, 21(4), 484-497. 
https://doi.org/10.1177/1476718X231179084.

Stavholm, E., Lagerlöf, P., & Wallerstedt, C. (2024). Re-mediation in early childhood teachers’ reasoning about their role in play: an empirical study of the learning process of a work team, Early Years, 44(2), 341-355, https://doi.org/10.1080/09575146.2022.2131741.

Stavholm, E., Mackley, H., Caughey, J., Heard, A., & Edwards, S. (2024). Co-design with children, families, and educators for understanding children’s digital life-worlds for play and learning, CoDesign, https://doi.org/10.1080/15710882.2024.2427011.