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Publications (10 of 22) Show all publications
Ruge, D., Nordgård Vik, F., Björklund, J. & Frödén, S. (2023). Introduktion. In: Dorte Ruge; Frøydis Nordgård Vik; Johanna Björklund; Sara Frödén (Ed.), Læring gennem mad og måltider i grundskolen: Teori og praksis fra Danmark, Sverige og Norge (pp. 11-32). Cappelen Damm Akademisk
Open this publication in new window or tab >>Introduktion
2023 (Danish)In: Læring gennem mad og måltider i grundskolen: Teori og praksis fra Danmark, Sverige og Norge / [ed] Dorte Ruge; Frøydis Nordgård Vik; Johanna Björklund; Sara Frödén, Cappelen Damm Akademisk, 2023, p. 11-32Chapter in book (Refereed)
Place, publisher, year, edition, pages
Cappelen Damm Akademisk, 2023
Keywords
Skolmåltid, skolmat, skolmatsystem, skolrestaurant
National Category
Social Sciences Interdisciplinary
Research subject
Culinary Arts and Meal Science
Identifiers
urn:nbn:se:oru:diva-111841 (URN)9788202797744 (ISBN)9788202797720 (ISBN)
Available from: 2024-02-22 Created: 2024-02-22 Last updated: 2024-02-23Bibliographically approved
Ruge, D., Nordgård Vik, F., Björklund, J. & Frödén, S. (Eds.). (2023). Læring gennem mad og måltider i grundskolen: Teori og praksis fra Danmark, Sverige og Norge. Cappelen Damm Akademisk
Open this publication in new window or tab >>Læring gennem mad og måltider i grundskolen: Teori og praksis fra Danmark, Sverige og Norge
2023 (Danish)Collection (editor) (Refereed)
Alternative title[sv]
Lärande genom mat och måltider i grundskolan : Teori och praxis från Danmark, Sverige och Norge
Place, publisher, year, edition, pages
Cappelen Damm Akademisk, 2023
Keywords
Food education, food literacy, sensory education, Skolmåltid, skolmat
National Category
Social Sciences Interdisciplinary
Research subject
Culinary Arts and Meal Science
Identifiers
urn:nbn:se:oru:diva-111838 (URN)10.23865/noasp.182 (DOI)9788202797744 (ISBN)9788202797720 (ISBN)
Available from: 2024-02-22 Created: 2024-02-22 Last updated: 2024-02-23Bibliographically approved
Frödén, S. (2023). Rethinking toddlers’ participation in early childhood dance education: The Tiger Eye Model. In: 31st EECERA ANNUAL CONFERENCE: CONFERENCE PROCEEDINGS: Book of Abstracts. Paper presented at 31st European Early Childhood Education Research Association Annual Conference (EECERA 2023), "Children’s Curiosity, Agency, and Participation. Challenges for Professional Action and Development", Lisbon, Portugal, August 30 - September 2, 2023 (pp. 341-342).
Open this publication in new window or tab >>Rethinking toddlers’ participation in early childhood dance education: The Tiger Eye Model
2023 (English)In: 31st EECERA ANNUAL CONFERENCE: CONFERENCE PROCEEDINGS: Book of Abstracts, 2023, p. 341-342Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

The aim of this study is to explore the educator’s role in enhancing young children’s participation while developing their artistic expressions, knowledge, and skills in dance education. According to research, EC educators’ limited knowledge and skills to teach dance leads to focusing on the joy of movement at the expensive of broadening children’s repertoire of movements and awareness of aesthetic qualities (Pastorek Gripson et al. 2022:351). The study is drawing on the work of Isadora Duncan (1928) and Rudolf Laban (1948) as well as the Deweyan concept of aesthetic experience (Dewey 1987). The data is based on interviews with three EC educators and their long-standing documentation of dance teaching. It consists of films, photographs, and transcripts. The analysis of data was a multi-staged process. It was conducted together with the educators through an abductive theme analysis, as a part of a learning evaluation within an action research paradigm (Svensson et al. 2009). All the children’s guardians signed consent forms. Attending dance sessions was voluntary. All the filming and photographing were made by the participants as a part of their everyday practice. The participants’ names are replaced with pseudonyms. The findings demonstrate how the teaching evolves from and challenges children’s interests. Various dance genres were systematically introduced to inspire and educate. Children and educators were mirroring each other in dance improvisations. They choreographed dance tales together based on toddlers’ movements. Finally, an open-ended model for teaching dance is presented, consisting of five parts: Introduction - Inspiration – Improvisation - Instruction – Involvement.

Keywords
Dance education, toddler, children’s participation, creative dance, aesthetic experience
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-108589 (URN)
Conference
31st European Early Childhood Education Research Association Annual Conference (EECERA 2023), "Children’s Curiosity, Agency, and Participation. Challenges for Professional Action and Development", Lisbon, Portugal, August 30 - September 2, 2023
Available from: 2023-09-27 Created: 2023-09-27 Last updated: 2024-01-17Bibliographically approved
Frödén, S. (2023). Skolmåltiden som en integrerad del av ämnesundervisningen (1ed.). In: Dorte Ruge; Frøydis Nordgård Vik; Johanna Björklund; Sara Frödén (Ed.), Læring gennem mad og måltider i grundskolen: Teori og praksis fra Danmark, Sverige og Norge (pp. 147-169). Cappelen Damm Akademisk
Open this publication in new window or tab >>Skolmåltiden som en integrerad del av ämnesundervisningen
2023 (Swedish)In: Læring gennem mad og måltider i grundskolen: Teori og praksis fra Danmark, Sverige og Norge / [ed] Dorte Ruge; Frøydis Nordgård Vik; Johanna Björklund; Sara Frödén, Cappelen Damm Akademisk, 2023, 1, p. 147-169Chapter in book (Refereed)
Abstract [en]

This chapter focuses on the pedagogical potential of the school meal. The qualitative study presented is based on data from a three-year research project. The aim of the study is to examine how the school meal can be integrated into teaching various subjects in primary school. The following research questions are answered: Which food-related themes and content areas are highlighted in teaching different school subjects, and how are these connected to school food and meals? How can the teaching contribute to the development of different types of food literacy? Thirty-seven teachers from four different primary schools in Sweden were interviewed twice about their experiences in using the school meal and food in their teaching. The results show that learning about, of and through (school) food took place during lessons in the classroom and in the school’s restaurant. The character of the school subject and its central content, as well as interdisciplinary cooperation between teachers and the restaurant staff, provide various possibilities for contributing to the development of pupils’ functional, interactive, and critical food literacy.

Place, publisher, year, edition, pages
Cappelen Damm Akademisk, 2023 Edition: 1
Keywords
food literacy, school subject, school meal, food education, school lunch
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-108587 (URN)10.23865/noasp.182.ch2.2 (DOI)9788202797744 (ISBN)9788202755423 (ISBN)
Available from: 2023-09-27 Created: 2023-09-27 Last updated: 2023-09-28Bibliographically approved
Frödén, S. (2023). The importance of curiosity and participation for developing positive risk-taking behaviour and ability in outdoor play. In: 31st EECERA ANNUAL CONFERENCE: CONFERENCE PROCEEDINGS: Book of Abstracts. Paper presented at 31st European Early Childhood Education Research Association Annual Conference (EECERA 2023), "Children’s Curiosity, Agency, and Participation. Challenges for Professional Action and Development", Lisbon, Portugal, August 30 - September 2, 2023 (pp. 242-243).
Open this publication in new window or tab >>The importance of curiosity and participation for developing positive risk-taking behaviour and ability in outdoor play
2023 (English)In: 31st EECERA ANNUAL CONFERENCE: CONFERENCE PROCEEDINGS: Book of Abstracts, 2023, p. 242-243Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The aim of this ethnographic study is to examine children’s risk-taking decisions and actions in exploratory and physical plays in green public playscapes. Although research shows that play that involves risk-taking elements and actions are essential for children’s development, adults hesitate to let children participate in such plays due to fear of injury (Brussoni et al. 2021, Sando et al. 2021). The study is drawing on John Dewey’s (1938) concepts of experience and growth and theories of risky play (Sandsæter et al. 2021). The methods used are participation observation and informal conversations with twenty-one children and three preschool teachers as a part of an ethnographic approach. The data consists of field notes, audio recordings and photographs. The data analysis is conducted as a theme analysis within the paradigm of childhood sociology.The children’s guardians gave their informed consent. The long field study contributed to the establishment of close relationships, and the researcher was often invited into the children’s play. Any sign of unwillingness to participate during observations, was fully respected. The participant’s names are replaced with pseudonyms.The results show that the preschool teachers allow children to explore potential risks in the outdoor environment and make independent decisions, rather than imposing rules to eliminate the exposure of risky situations. The children co-operate around risk-taking, supporting each other physically and emotionally to overcome fear and calculate risks. The study has implications for practice by demonstrating how children can develop responsible risk-managing behaviors when given the opportunity to face different challenges. 

Keywords
risky play, playground safety, outdoor play, risk management, children's perspective
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-108588 (URN)
Conference
31st European Early Childhood Education Research Association Annual Conference (EECERA 2023), "Children’s Curiosity, Agency, and Participation. Challenges for Professional Action and Development", Lisbon, Portugal, August 30 - September 2, 2023
Available from: 2023-09-27 Created: 2023-09-27 Last updated: 2024-01-17Bibliographically approved
Frödén, S. & Isenström, L. (2022). Forskarens olika roller i praktiknära forskningsprojekt. In: Inger Eriksson; Ann Öhman Sandberg (Ed.), Praktikutvecklande forskning mellan skola och akademi: Utmaningar och möjligheter vid samverkan. Lund: Nordic Academic Press
Open this publication in new window or tab >>Forskarens olika roller i praktiknära forskningsprojekt
2022 (Swedish)In: Praktikutvecklande forskning mellan skola och akademi: Utmaningar och möjligheter vid samverkan / [ed] Inger Eriksson; Ann Öhman Sandberg, Lund: Nordic Academic Press, 2022Chapter in book (Refereed)
Place, publisher, year, edition, pages
Lund: Nordic Academic Press, 2022
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-97475 (URN)9789188909848 (ISBN)
Available from: 2022-02-14 Created: 2022-02-14 Last updated: 2022-08-26Bibliographically approved
Frödén, S., Kurtti, C., Löfving, M., Puls, E. & Sundh, E. (2022). Grön Flagg-certifiering, systematiskt kvalitetsarbete och pedagogisk kontinuitet i förskolorna i Laxå: Slutrapport för det praktiknära forskningsprojektet Hållbar och likvärdig förskola. Örebro: Örebro universitet
Open this publication in new window or tab >>Grön Flagg-certifiering, systematiskt kvalitetsarbete och pedagogisk kontinuitet i förskolorna i Laxå: Slutrapport för det praktiknära forskningsprojektet Hållbar och likvärdig förskola
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2022 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Örebro: Örebro universitet, 2022. p. 40
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-98704 (URN)
Available from: 2022-04-25 Created: 2022-04-25 Last updated: 2022-04-26Bibliographically approved
Frödén, S. (2022). Rethinking school meal as a part of environmental and sustainability education. In: Abstract Book: Conference on school meals, Bergen 8-10, 2022. Paper presented at Conference on school meals, Western Norway University of Applied Sciences, Bergen, Norway, June 8-10, 2022.
Open this publication in new window or tab >>Rethinking school meal as a part of environmental and sustainability education
2022 (English)In: Abstract Book: Conference on school meals, Bergen 8-10, 2022, 2022Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Food is an important sustainability issue. It is a politically and emotionally charged subject, raising complex questions that entail varying interrelated themes - ranging from health and identity to environmental problems and globalization. Free school lunches for all pupils in Swedish primary and secondary schools provide unique opportunities to promote healthier and more sustainable food and eating habits. Drawing on John Dewey’s educational philosophy and a didactic model of sustainability commitment, the aim of the study is to explore the challenges and possibilities of integrating the school meal in environmental and sustainability education (ESE).

The study is based on semi-structured interviews with pupils, teachers, and school kitchen staff in four schools in Sweden.

The results show that the school meal, as a common everyday experience, can provide concrete food-related examples addressing both the social, environmental, and economic dimension of sustainable development and highlight various content areas such as (un)sustainable food production and consumption, global and local food cultures, and food waste. However, to support the pupils’ sustainability commitment, the teacher must offer a variety of learning experiences. For instance, engaging the pupils in meaningful hands-on exercises and experiments as well as offering theoretical and problem-solving discussions.

It is concluded that rethinking school meal as a pedagogical tool for ESE instead of viewing it as merely a lunch break is possible, but it requires that the teacher has sufficient knowledge about food as a sustainability issue.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-108590 (URN)
Conference
Conference on school meals, Western Norway University of Applied Sciences, Bergen, Norway, June 8-10, 2022
Available from: 2023-09-27 Created: 2023-09-27 Last updated: 2023-09-28Bibliographically approved
Axelsson, T. & Frödén, S. (2021). Mellan styrning och pedagogisering: En analys av hur förskolans ledningspersoner förstår förskolans jämställdhetsuppdrag. Utbildning och Demokrati, 30(2), 59-84
Open this publication in new window or tab >>Mellan styrning och pedagogisering: En analys av hur förskolans ledningspersoner förstår förskolans jämställdhetsuppdrag
2021 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 30, no 2, p. 59-84Article in journal (Refereed) Published
Abstract [en]

This article explores how local preschool managers – that is principals, heads of childcare and education departments, and chairs of childcare and education political committees – understand their gender equality mission. It is based on three focus groups with thirteen participants in three Swedish municipalities. Theoretically, the article conceptualises gender equality as simultaneously an ‘empty signifier’ and organisational process. The analysis shows that preschool managers understand gender equality on three levels: state/politically; municipal/organisationally; and practically/pedagogically. Based on the results of the empirical analyses, we suggest that further gender equality work in preschools needs to: find a balance between politicisation and administration; be organised horizontally and allow for knowledge transformation; and be actively led by preschool principals in order to not make pre-school teachers responsible for implementing the gender equality duty.

Place, publisher, year, edition, pages
Örebro: Örebro universitet, 2021
Keywords
gender equality, understandings, preschool, curriculum, systematic quality work
National Category
Pedagogy Gender Studies
Research subject
Education; Gender Studies
Identifiers
urn:nbn:se:oru:diva-95051 (URN)10.48059/uod.v30i2.1561 (DOI)
Available from: 2021-10-16 Created: 2021-10-16 Last updated: 2021-10-18Bibliographically approved
Frödén, S. & Björklund, J. (2021). Schemalagd skollunch - en lösning på stressfyllda skolmåltidssituationer? Slutrapport för projektet Väl godkänt för skolmåltiden. Göteborg: Skolmatsakademin Research institute of Sweden
Open this publication in new window or tab >>Schemalagd skollunch - en lösning på stressfyllda skolmåltidssituationer? Slutrapport för projektet Väl godkänt för skolmåltiden
2021 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Göteborg: Skolmatsakademin Research institute of Sweden, 2021. p. 42
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-95892 (URN)
Projects
Väl godkänt för skolmåltidenSkolmåltiden som ett pedagogiskt redskap
Available from: 2021-12-11 Created: 2021-12-11 Last updated: 2021-12-13Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8107-7717

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