Maria Magnusson
Universitetslektor
Institutionen för didaktik och lärares praktik
Fakulteten för samhällsvetenskap
+46480446118
+46725949404
Mitt forskningsintresse är yngre barns lärande och vad jag kallar för förskoledidatik, med ett särskilt intresse för grafiska symboler som lärandeobjekt. Är koordinator för Network Nordic Early Literacy
Mina forskargrupper och projekt
-
Barn- och barndomskollegiet Barn- och barndomskollegiet, BBK, är ett etablerat forskningsfält inom tema Barndom.
-
Nordic early literacy Inom det nordiska nätverket för tidigt skriftspråkande intresserar vi oss för läroprocesser om symbolers kommunikativa funktioner och skriftspråk bland barn i förskola och i överg…
Publikationer
Artikel i tidskrift (Refereegranskat)
- Magnusson, M., Pramling Samuelsson, I. (2019). Att tillägna sig skriftspråkliga verktyg genom att leka affär. Forskning om undervisning och lärande. 7. 23-43.
- Reneland-Forsman, L., Magnusson, M. (2019). Supporting scholarly thinking in a Nordic teacher education webinar practice. Journal of University Teaching and Learning Practice.
- Hofslundsengen, H., Magnusson, M., Svensson, A., Jusslin, S., Mellgren, E., et al. (2018). The literacy environment of preschool classrooms in three Nordic countries : challenges in a multilingual and digital society. Early Child Development and Care. 1-14.
- Björklund, C., Magnusson, M., Palmér, H. (2018). Teachers’ involvement in children’s mathematizing : beyond dichotomization between play and teaching. European Early Childhood Education Research Journal. 26. 469-480.
- Magnusson, M., Pramling, N. (2018). In ‘Numberland’ : play-based pedagogy in response to imaginative numeracy. International Journal of Early Years Education. 26. 24-41.
- Magnusson, M., Pramling, N. (2016). Sign making, coordination of perspectives, and conceptual development. European Early Childhood Education Research Journal. 24. 841-856.
- Magnusson, M., Pramling, N. (2011). Signs of knowledge: the appropriation of a symbolic skill in a five-year-old. European Early Childhood Education Research Journal. 19. 357-372.
Konferensbidrag (Refereegranskat)
- Magnusson, M., Reneland-Forsman, L. (2018). Mångfald-en nyckel till vetenskapligt tänkande i lärarutbildning. .
- Magnusson, M., Svensson, A., Jusslin, S. (2018). Preschool teacher students´view of how to support children´s writing. .
- Magnusson, M., Pramling Samuelsson, I., Kultti, A., Pramling, N. (2017). Challenges in developing play-based didactics in a development and research project : the teachers’ process. NERA 2017 Abstracts: Learning and education – material conditions and consequences : 23-25 March 2017, Copenhagen, Denmark.
- Björklund, C., Magnusson, M., Palmér, H. (2017). Playing to learn or learning as a prerequisite to play? : an example of mathematical learning content. NERA 2017 Abstracts: Learning and education – material conditions and consequences : 23-25 March 2017, Copenhagen, Denmark.
- Hofslundsengen, H., Svensson, A., Mellgren, E., Magnusson, M., Eriksen Hagtvet, B. (2016). Preschool literacy environment in the Nordic countries. Abstract book. 26th EECERA Annual Conference, Happiness, Relationships, Emotion & Deep Level Learning, Dublin, 31st-3rd September, 2016.
- Magnusson, M., Lunqvist, M., Mellgren, E., Hofslundsengen, H. (2016). Early literacy in a Nordic perspective : Discernment and patterns in degree project for preschool teachers. Abstract book. 26th EECERA Annual Conference, Happiness, Relationships, Emotion & Deep Level Learning, Dublin, 31st-3rd September, 2016.
- Magnusson, M. (2015). Interactions with sign´s : Differnet insight into symbolic meaning.. Abstract book. Innovation, Experimentation and Adventure in Early Childhood, 25th EECERA Annual Conference, Barcelona, September 7-10, 2015.
- Magnusson, M. (2014). Graphical symbols as a content in Early Childhood Education, Symposium : Sign with knowledge. A studie of how children discern graphical symbols at home and in preschool. . 24th EECERA ANNUAL CONFERENCE: ‘US, THEM & ME: Universal, Targeted or Individuated Early Childhood Programmes', Crete, Greece 7th—10th September, 2014 : Abstract Book. 156-156.
- Magnusson, M. (2014). How do children understand graphical symbols? . Presented at N 3. Early Childhood Research, NERA 2014, 42nd Congress on "Education for Sustainable Development", Lillehammer, Norway, 5-7 March 2014.
- Magnusson, M. (2013). “No children are allowed to come in!” Developing an understanding of external representations for communication. Presented at The 41st Annual Congress of the Nordic Educational Research Association. Disruptions and eruptions as opportunities for transforming education, Reykjavik, Iceland, March 7-9, 2013.
- Magnusson, M. (2013). Developing children´s understanding of graphical symbols : Patterns of variation and meta-communiaction. WALS - The world association of lesson studies : Lessons and Learning study as teacher research. 134-134.
- Magnusson, M. (2005). Situations of written language in the classroom. Presented at The Oxford Ethnography Conference, Oxford, 2005.
Konferensbidrag (Övrigt vetenskapligt)
- Magnusson, M. (2006). Learning to write with pleasure. Presented at NFPFs/NERA´s 34th Congress, Örebro, 2006.
Kapitel i bok, del av antologi (Övrigt vetenskapligt)
- Magnusson, M. (2008). En lärstudie i skriftspråk : Att ge tecken en innebörd. Didaktiska studier från förskola och skola. Malmö, Gleerups Utbildning AB. 53-66.
Doktorsavhandling, monografi (Övrigt vetenskapligt)
- Magnusson, M. (2013). Skylta med kunskap : en studie av hur barn urskiljer grafiska symboler i hem och förskola.. Doctoral Thesis. Göteborg, Kompendiet AB. 187.
Rapport (Övrigt vetenskapligt)
- Magnusson, M. (2004). Skriftspråkliga situationer i klassrummet. Humanvetenskapliga institutionen. 106.