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Pædagogisk Psykologisk Tidsskrift
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DE SENESTE NUMRE » 47. årgang - 2010 » 47. årgang 2 Kvalitet i daginstitutioner
 
Abstracts
 6. Andersen, Peter, Østergaard. Different Perspectives on the Evaluation of Quality. Pædagogisk Psykologisk Tidsskrift, 2010, Vol. 47, 87 – 103. – The growing tendency to focus on quality has increased the use of evaluation and documentation in teaching. This has important consequences for the position of teachers and their capacity to handle this. There are large discrepancies btw. the quality in the daily work of teachers, reflecting interpretative and process-oriented tasks , and “official” quality depending on systematic descriptions and evaluation, dealing with goals and results recognizable by politicians and administration representatives. – Peter Østergaard Andersen.
 7. Kofod; Klaus, Kasper. Leadership in Day Care Institutions. Pædagogisk Psykologisk Tidsskrift, 2010, Vol. 47, 104 – 113. – There is a marked tendency towards fewer but larger institutions. This is a challengeto leadership, and leaders are becoming full time professionals who must be trained in value-based leadership, strategic economical thinking and negotiating individualized working conditions. Quality of leadership depends on how well leaders master these functions. – Bjørn Glæsel.
 8. Ringsmose, Charlotte (Lecturer at the Danish School of Education, The University of Aarhus). Quality in a Systemic Perspective. Pædagogisk Psykologisk Tidsskrift, 2010, Vol. 47, 114 – 122. – Searching for quality in day-care institutions, context factors soon appear as being most important; the staff must be qualified, teachers must be well trained, and the child-adult ratio must be in order. The large EPPE project is presented, and its results indicate the importance of: sustained common attention betw. children and teachers, a mixture of child and adult initiatives, knowledge abt. the development and learning of children, parent involvement, and conflicts solved by discussions. In Denmark we should also focus on efforts to include immigrant children and Danish children with weak backgrounds. – Bjørn Glæsel.
 9. Ringsmose, Charlotte; Jensen; Anne, Marie & Olsen; Michael Elm (Lecturer at the Danish School of Education, the University of Aarhus). Daycare Does Make a Difference. Pædagogisk Psykologisk Tidsskrift, 2010, Vol. 47, 123 – 131. – In the municipality of Køge, all day care institutions participated in a developmental project. Its method was to raise the quality in all institutions by training all teachers, improving physical facilities, and focusing on disadvantageous children. The evaluation documents that the teachers have improved their capacity to work innovatively and to have a generally improved focus on learning and cooperation. – Bjørn Glæsel.
 10. Bae, Berit. Room for Participating? The Quality of Interaction Between Pre-school Teacher and Child. Pædagogisk Psykologisk Tidsskrift, 2010, Vol. 47, 132 – 147. – Based on her own doctoral dissertation, the author focuses on how qualitative aspects of teacher-child interactions create the prerequisites of child participation. Open and inviting attitudes engage children, while narrow communication  diminishes the appetites of children to engage themselves. The distinguishing marks of these opposites are verbal as well as non-verbal. – Bjørn Glæsel.
 11. Svinth, Lone. Child Participation in Educational Activities. Pædagogisk Psykologisk Tidsskrift, 2010, Vol. 47, 148 – 163. –Two groups of children were video- taped discussing a trip to a nearby wood the day before. A detailed transcript depicts one teacher taking lead and classifying and structuring the input from the children, thus diminishing their participation. Another teacher allows and invites much more child input which clearly results in more involvement and participation. These findings are discussed. – Bjørn Glæsel.
 12. Winther; Lindquist, Ditte. Social Identity as a Background for Intervention in a Day Care Institution. Pædagogisk Psykologisk Tidsskrift, 2010, Vol. 47, 164 – 171. -  A case study presents 5-year old Adrian in his kindergarten. He is becoming progressively lonelier and could be depicted as a child with a low and dwindling social identity. The discussion focuses on the need of teachers to be extremely observant in order to intervene as early as possible. – Bjørn Glæsel.
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