{"id":1421,"date":"2022-11-18T09:21:06","date_gmt":"2022-11-18T08:21:06","guid":{"rendered":"https:\/\/site.uit.no\/irece-tromso\/?page_id=1421"},"modified":"2022-11-18T09:28:21","modified_gmt":"2022-11-18T08:28:21","slug":"1421-2","status":"publish","type":"page","link":"https:\/\/site.uit.no\/irece-tromso\/1421-2\/","title":{"rendered":"parallel"},"content":{"rendered":"

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On this page you will find a overview of the parallel sessions. Each number in front of the presentation refers to the number in the abstract book which can be found here.\u00a0<\/a><\/p>\n

[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=»1″ _builder_version=»4.18.0″ _module_preset=»default» global_colors_info=»{}» custom_padding=»3px|||||»][et_pb_row _builder_version=»4.18.0″ _module_preset=»default» hover_enabled=»0″ global_colors_info=»{}» sticky_enabled=»0″][et_pb_column type=»4_4″ _builder_version=»4.18.0″ _module_preset=»default» global_colors_info=»{}»][et_pb_text _builder_version=»4.18.0″ _module_preset=»default» hover_enabled=»0″ global_colors_info=»{}» sticky_enabled=»0″]<\/p>\n

Parallel session 1 (A-E), Monday at 12:15-13.35<\/strong><\/h3>\n
<\/h5>\n

A.\u00a0\u00a0\u00a0 Cultural Diversity (all online, bring your headphones)<\/h2>\n

\u00a0Chair and tech support: Elena Merzliakova, e-mail: elena.merzliakova@uit.no<\/a><\/p>\n\n\n\n\n\n\n\n
A.Cultural diversity – <\/strong>all online<\/td>\n<\/tr>\n
[90] Elena Merzliakova<\/strong>. Student mobility in kindergarten teacher education in the North: exciting pedagogical tensions in dialogues between Russian and Norwegian students.<\/em><\/td>\n<\/tr>\n
[48] Michelle White, Nina Gram Garmann, Ewa Haman et al. A North-South perspective on bilingualism and socioeconomic status.<\/em><\/td>\n<\/tr>\n
[80] Virg\u00ednia Oliveira and Vanessa Neves. Circle time in an Early Childhood Center in Brazil.<\/em><\/td>\n<\/tr>\n
[61] Nina Gram Garmann et al. Diversity among Polish-Norwegian preschool children.<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

<\/h2>\n

<\/h2>\n

<\/h2>\n

B.\u00a0\u00a0\u00a0 Sustainable solution, room Aud 2<\/h2>\n

Chair: Veronica Bergan\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tech support: Anne Eriksen, e-mail: anne.eriksen@uit.no<\/a><\/p>\n\n\n\n\n\n\n\n
\n

\u00a0<\/strong>B. Sustainable solutions – <\/strong>Room Aud 2<\/span><\/p>\n<\/td>\n<\/tr>\n

[35] Veronica Bergan<\/strong>, Maritha Berger Nylund and Ida Lervik Midtb\u00f8. Leadership for engagement in foraging and gardening activities in kindergarten<\/em><\/td>\n<\/tr>\n
[31] Ingrid L\u00f8kken and Janine Campell. Inside out: A scoping review of the literature on optimism and growth mindsets for life mastery in ECEC.<\/em><\/td>\n<\/tr>\n
[50]\u00a0 Randi Engtr\u00f8, Marianne Sigurdson Lyngvi, Ingirid Geirsdatter Heald Kj\u00e6r and Eva Mila Lindhardt. Diversity and sustainability.<\/em><\/td>\n<\/tr>\n
[23] Aihua Hu and Siv \u00d8demotland. Fostering Cultural Sustainability in Early Childhood Education through a Neighbourhood Project<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

<\/a>C.\u00a0\u00a0\u00a0\u00a0 Explorative and multimodal methodology, room 1.221<\/h2>\n

Chair: Liv Torunn Grindheim\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tech support: Maria Dardanou, e-mail: maria.dardanou@uit.no<\/a><\/p>\n\n\n\n\n\n\n\n
C. Explorative and multimodal methodology<\/strong>\u00a0Room 1.221<\/td>\n<\/tr>\n
[46] \u00c5sta Birkeland and Liv Torunn Grindheim<\/strong>. Photo-Elicitation Interviews\u2014A Possibility for Collaborative Provocation of Preconceptions<\/em><\/td>\n<\/tr>\n
[98] Pablo Rubin. Perceptions and discourses on Chilean early education. Educators and parents in front of film material on the performance of children in kindergartens<\/em><\/td>\n<\/tr>\n
[49] Geralyn Yu and Juana Reyes. Co-researching with young children: The up close and underneath.<\/em><\/td>\n<\/tr>\n
[15] Maria Dardanou, Bente Karlsen and Miriam Wiik. Play and exploration in Children\u2019s Museum.<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

<\/a>D.\u00a0\u00a0\u00a0\u00a0 Covid-19, room 1.225<\/h2>\n

Chair: Hege Wergedahl\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tech support: Siri S. Madsen, e-mail: siri.s.madsen@uit.no<\/a><\/p>\n\n\n\n\n\n\n\n
D. Covid-19 – <\/strong>Room 1.225<\/td>\n<\/tr>\n
[70] Hege Wergedahl<\/strong> and Eli Kristin Aadland. The lunch meal in Norwegian kindergartens during the covid-19 pandemic.<\/em><\/td>\n<\/tr>\n
[1] Adrijana Visnjic-Jevtic , Ivana Golik Homolak and Matea Pintaric. Play under the disinfection: Limitations of the play due to Covid-19 restrictions.<\/em><\/td>\n<\/tr>\n
[44] Siri Madsen, Helge Habbestad and Iris H. Borch. Online kindergarten practicum generated by the COVID-19 crisis.<\/em><\/td>\n<\/tr>\n
[67] Rebeca Azambuja and Gabriela Mietto. Effects of COVID-19 pandemic context on playful activities on early childhood care and education: considerations of brazilian parents.<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

<\/a>E.\u00a0\u00a0\u00a0 STEM, room 1.229<\/h2>\n

Chair: Anne Suryani\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tech support: Astrid Wara, e-mail: astrid.wara@uit.no<\/a><\/p>\n\n\n\n\n\n\n\n
E. STEM – <\/strong>Room 1.229<\/td>\n<\/tr>\n
[81] Anne Suryani<\/strong>, Marilyn Fleer and Prabhat Rai. Measuring early childhood educators’ confidence and competence in teaching STEM concepts: Evidence from Australia.<\/em><\/td>\n<\/tr>\n
[88] Guri Langholm and Asbj\u00f8rn Magnar Hov. Attitudes and beliefs towards science teaching among Norwegian kindergarten teachers: – Science in kindergarten support language development and social competences.<\/em><\/td>\n<\/tr>\n
[18] Liang Li and Leigh Disney. Mathematical Playworld: A motivating condition to support children\u2019s meaningful mathematical learning.<\/em><\/td>\n<\/tr>\n
[17] Leigh Disney and Liang Li. Using a Mathematical Playworld to support early childhood teachers\u2019 pedagogical positioning to enhance mathematical learning.<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

 <\/p>\n

<\/a>Parallel session 2 (F-J), Monday at 14:00-15.30<\/strong><\/h3>\n

 <\/p>\n

<\/a>F.\u00a0\u00a0\u00a0\u00a0 Art, technology and pedagogy, room 1.417<\/h2>\n

Chair: Trude Hoel\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tech support: Ole-Martin Kanck, e-mail: ole.m.kanck@uit.no<\/a><\/p>\n\n\n\n\n\n\n\n
F. Art, technology and pedagogy – <\/strong>Room 1.417<\/td>\n<\/tr>\n
[79] Trude Hoel<\/strong>, Katarzyna Tunkiel and Monica Gundersen Mitchell. Which aspects of quality in picturebooks are emphasised by children?<\/em><\/td>\n<\/tr>\n
[94] Cecilie Fodstad and Ingvild Alfheim. Diversity in picture books for toddlers.<\/em><\/td>\n<\/tr>\n
[95] Elena Tkachenko, Anna Sara Hexeberg Rom\u00f8ren and Nina Gram Garmann. Linguistic Diversity in Mainstream Norwegian ECEC: Challenges and Opportunities<\/em><\/td>\n<\/tr>\n
[29] Sri Indah Pujiastuti. Story reading and telling at kindergarten: Fairytales from Indonesia.<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

<\/a>G.\u00a0\u00a0\u00a0\u00a0 S\u00e1mi Symposium, room Aud 2<\/h2>\n

Chair: Johanna Johansen Ij\u00e4s\u00a0\u00a0\u00a0\u00a0\u00a0 Tech support: Bente Karlsen, e-mail: bente.karlsen@uit.no<\/a><\/p>\n\n\n\n\n\n\n\n
G. S\u00e1mi symposium – <\/strong>Room Aud 2<\/td>\n<\/tr>\n
[71] \u00c1nte Mihkkal Gaup. Ovttasbargu s\u00e1mi oahpaheaddjeoahpuin \u2013 oahpaheaddjestudeanttat \u010dohkkemin dutkanmateri\u00e1la s\u00e1megielat m\u00e1n\u00e1id gielas m\u00e1innastan\u00e1rbevieru bokte.<\/em><\/td>\n<\/tr>\n
[72] Johanna Johansen Ij\u00e4s <\/strong>and Nils Oskal. M\u00e1n\u00e1id ehtala\u0161 jurdda\u0161eapmi ja epistemala\u0161 modalitehta m\u00e1n\u00e1id gielas \/ Ethical reasoning and epistemic modality in child language.<\/em><\/td>\n<\/tr>\n
[11] Viktor Johansson and Ylva Jannok Nutti. Decolonising early childhood pedagogies: Following along, being, and doing as a way for S\u00e1mi children and educators to engage philosophical courage.<\/em><\/td>\n<\/tr>\n
[12] Sara Ellen J. Eira Heahtta. \u010c\u00e1llingiela s\u00e1tnesojahanm\u00e1httu.<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

<\/h2>\n

<\/h2>\n

<\/h2>\n

<\/a>H.\u00a0\u00a0\u00a0 Imagination, play and work, room 1.221<\/h2>\n

Chair: Kathrine Gi\u00e6ver\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tech support: Torstein Unstad, e-mail: torstein.unstad@uit.no<\/a><\/p>\n\n\n\n\n\n\n\n
H. Imagination, play and work – <\/strong>Room 1.221<\/td>\n<\/tr>\n
[3] Katrine Gi\u00e6ver<\/strong>. Navigating discouses in diverse preschools<\/em>.<\/td>\n<\/tr>\n
[16] Katja Herakovi\u0107 and Adrijana Visnjic Jevtic. Play in Early Childhood curricula – Comparative Analyses<\/em><\/td>\n<\/tr>\n
[87] Gloria Quinones, Liang Li, Krishna Kumar Shrestha and Shanti Upadhyaya. Games with rules: A culltural-historical exploration of Nepalese infant-toddler play<\/em><\/td>\n<\/tr>\n
[59] Iskender Geril and Ali Kemal Tekin. An Investigation of Preschool Children\u2019s Imagination and Creativity in Play Activities. <\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

<\/a>I.\u00a0\u00a0\u00a0 Narrative, room 1.225<\/h2>\n

Chair: Carola Kleemann\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tech support: Maria Dardanou, e-mail: maria.dardanou@uit.no<\/a><\/p>\n\n\n\n\n\n\n\n
I. Narrative – Room <\/strong>1.225<\/td>\n<\/tr>\n
[25] Carola Kleemann<\/strong>. Narrative inquiry as a way to find S\u00e1mi Pedagogy.<\/em><\/td>\n<\/tr>\n
[4] Jaana Juutinen. Temporal and spatial belonging in the northern early childhood education<\/em><\/td>\n<\/tr>\n
[5] Rikka Kess. Peer interview as a research method with early childhood teacher in the culturally diverse North <\/em><\/td>\n<\/tr>\n
[33] Vera Caine and D. Jean Clandinin. Perplexities called forth by (Dis)ruptions:\u00a0 A Narrative Inquiry into the Experiences of Refugee Families with Preschool Children.<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

<\/a>J.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Changing and transforming practices, room 1.229<\/h2>\n

Chair: Anne Myrstad\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tech support: Pernille Bartn\u00e6s, e-mail: pernille.e.bartnas@uit.no<\/a><\/p>\n\n\n\n\n\n\n\n
J. Changing and transforming practices – <\/strong>Room 1.229<\/td>\n<\/tr>\n
[92]\u00a0 Juana Reyes and Geralyn Yu. Speaking Back to Neoliberaliberlism: The radical pursuit of pedagogical documentation with linguistically minoritized young children .<\/em><\/td>\n<\/tr>\n
[58] Juana Reyes and Geralyn Yu. Sustaining Practices: Past, present and future relational Pedagogies<\/em><\/td>\n<\/tr>\n
[13] Anne Myrstad<\/strong>, Abigail Hackett and Pernille Bartn\u00e6s. Lines in the Snow: encountering mutual relations. <\/em><\/td>\n<\/tr>\n
[40] Aihua Hu and Kjerstin Sjursen. A window of opportunities: Norwegian kindergarten teachers\u2019 experiences of organizing outdoor play during COVID period.<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

<\/a>Parallel session 3 (K-P), Tuesday at 11:00-12:00<\/strong><\/h3>\n

 <\/p>\n

<\/a>K. Cultural diversity (all online, bring your headphones)<\/h2>\n

Chair and tech support: Laurent Gabriel Ndijuye, e-mail: laurent.gabriel.ndijuye@hvl.no<\/a><\/p>\n\n\n\n\n\n\n
K. Cultural diversity – <\/strong>All online<\/td>\n<\/tr>\n
[14] Laurent Gabriel Ndijuye<\/strong>. Early learning attainment: the mediating role of home environments and family socioeconomic status in Tanzania<\/em><\/td>\n<\/tr>\n
[24] Michelle Angela Domingues. Criss-Crossing UN Global Goals for Sustainable Development with Creative Reuse Cultural Education, Preschool Community Activism and Mesoamerican Supernaturalism.<\/em><\/td>\n<\/tr>\n
[82] Charla Rochella Santiago Saamong and Catherine Mamaid Capio. Early childhood teachers’ views and strategies in engaging young children in physical activity: evidence from the Philippines.<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

<\/a>L. Self-organized symposium Monash University, room Aud 2<\/h2>\n

Chair: Marilyn Fleer\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tech support: Maria Dardanou, e-mail: maria.dardanou@uit.no<\/a><\/p>\n\n\n\n\n\n
L. Self-organized symposium Monash – <\/strong>Room Aud 2<\/td>\n<\/tr>\n
[55] Marilyn Fleer<\/strong>, Prabhat Rai, Yuwen Ma, Yuejiu Wang, Xianyu Meng and Monique Parkes. Digital Educational Experiments: Theoretical Framing and Creating New Practices.<\/em><\/td>\n<\/tr>\n
[56] Prabhat Rai, Marilyn Fleer, Suxiang Yu, Ha Dang and Sonya Nedovic. Educational experiments in the family settings: Digital artefacts and children\u2019s social situation of development.<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

<\/a>M. Multilingualism, room 1.217<\/h2>\n

Chair: Anna Aluf\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tech support: Sidsel Boldermo, e-mail: sidsel.boldermo@uit.no<\/a><\/p>\n\n\n\n\n\n\n
M. Multilingualism – <\/strong>Room 1.217<\/td>\n<\/tr>\n
[26] Anja Pesch and Marit Sundelin.<\/strong> The significance of multilingual children’s voices in research.<\/em><\/td>\n<\/tr>\n
[91] Geralyn Schroeder Yu and Juana Reyes. Drawn Together: The Graphic Languages, Translanguaging, and Metaphoric Language with Young Children in Multilingual Contexts<\/em><\/td>\n<\/tr>\n
[93] Anna Aluf. Translanguaging as a theoretical lens for contextualizing the importance of the mother tongue for mental health. Experience from the staff in Norwegian kindergarten for Ukrainian children.<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

<\/a>N.\u00a0 Digital and technology, room 1.221<\/h2>\n

Chair: Siri S. Madsen \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tech support: Torstein Unstad, e-mail: torstein.unstad@uit.no<\/a><\/p>\n\n\n\n\n\n\n
N. Digital and technology – <\/strong>Room 1.221<\/td>\n<\/tr>\n
[83] Gulsah Ozturk and Sarah Ohi. Exploring bilingual pre-school children\u2019s home digital literacy practices in Australia.<\/em><\/td>\n<\/tr>\n
[52] Marianne Undheim. Children`s participation in collaboratory tecchnology-mediated story creation\u00a0 process<\/em><\/td>\n<\/tr>\n
[99] Nils Christian Tveiter\u00e5s, Siri Sollied Madsen<\/strong>, Torstein Unstad, Maria Dardanou and Helge Habbestad. A gap between subject curricula in kindergarten teacher education and formal requirement of digital competence as future kindergarten teachers.<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

<\/a>O. Outdoor play and learning, room 1.225<\/h2>\n

Chair: Kari Grutle Nappen\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tech support: Pernille Bartn\u00e6s, e-mail: pernille.e.bartnas@uit.no<\/a><\/p>\n\n\n\n\n\n\n
O. Out door play and learning – <\/strong>Room 1.225<\/td>\n<\/tr>\n
[60] Kari Grutle Nappen<\/strong>, Barbara Marie Sageidet, Maritha Berger Nylund, Liv \u00c5se Solstad Hagland and Karin Olsen. Co-developing children\u2019s social competences and environmental learning<\/em><\/td>\n<\/tr>\n
[68] Bente Nordmo and Aud Torill Meland. Physical activity of 3-5-year-old boys and girls in the outdoor playground of the kindergarten, viewed from a gender perspective of the staff.<\/em><\/td>\n<\/tr>\n
[45] Minyi Li, \u00c5sta Birkeland and Tianxue Duan. Building education for sustainable futures in early childhood: Transformative learning captured within an intercultural training program for government stakeholders from rural China.<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

<\/a>P. Self-organized symposium S\u00e1mos, room 1.229<\/h2>\n

Chair: Marikaisa Laiti\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tech support: Anne Eriksen, e-mail: anne.eriksen@uit.no<\/a><\/p>\n\n\n\n\n
P. Self organized symp S\u00e1mos – <\/strong>Room 1.229<\/td>\n<\/tr>\n
[75]\u00a0 Marikaisa Laiti and Ol-Joh\u00e1n Sikku. S\u00e1MOS \u2013 S\u00e1mi m\u00e1n\u00e1id o\u0111\u0111a searvelatnjat- Sami children\u2019s new learning arenas.<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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<\/a>Parallel session 4 (Q-U), Tuesday 12:45-14.05<\/strong><\/h3>\n

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<\/a>Q. Cultural historical methodology, room 1.229<\/h2>\n

Chair: Alicja Sadownik\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tech support: Sidsel Boldermo, e-mail: sidsel.boldermo@uit.no<\/a><\/p>\n\n\n\n\n\n\n\n
Q. Culture historical methododoly – <\/strong>Room 1.229<\/td>\n<\/tr>\n
[63]\u00a0 Alicja Sadownik<\/strong>. Superdiversity as a trajectory of diversity in Norwegian early childhood education and care: From a collection of differences to participation and becoming.<\/em><\/td>\n<\/tr>\n
[19] Nooshin Karimi, Gloria Quinones and Liang Li. Children\u2019s Sustainability Learning in Family contexts: A case study.<\/em><\/td>\n<\/tr>\n
[37] Fatema Taj Johora, Marilyn Fleer and Marie Hammer. Special pedagogy for children with disabilities and their Inclusion in mainstream settings: a cultural-historical perspective.<\/em><\/td>\n<\/tr>\n
[22] Gillian Oconnor. Understanding the Process of Science Concept Formation as Children Transition Across the Cultural Age Periods Infancy and Toddlerhood.<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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<\/a>R. Indigenous issues, room Aud 2<\/h2>\n

Chair: Carola Kleemann\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tech support: Ole Martin Kanck, e-mail: ole.m.kanck@uit.no<\/a><\/p>\n\n\n\n\n\n\n\n
R. Indigenous issues – <\/strong>Room Aud 2<\/td>\n<\/tr>\n
[51] Veronica Bergan and Anne Myrstad. Sami educators’ perspectives on outdoor life in kindergarten.<\/em><\/td>\n<\/tr>\n
[73] Marikaisa Laiti. Implementation of «searvelatnja\u201d in S\u00e1mi early childhood education.<\/em><\/td>\n<\/tr>\n
[41] Monika Abels and Velena Ninkova.Children\u2019s work and play in two sub-Saharan (post-)hunter-gatherer societies<\/em><\/td>\n<\/tr>\n
[96] Tove Aagnes Utsi, Inger Wallem Krempig, and Carola Kleemann<\/strong>. Children’s experiences of S\u00e1mi reindeer husbandry <\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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<\/a>S. Explorative and multimodal methodology, workshop, room 1.217<\/h2>\n

Organizer: Rebecca Lewis\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tech support: Pernille Bartn\u00e6s, e-mail: pernille.e.bartnas@uit.no<\/a><\/p>\n\n\n\n\n
S. Explorative and multimodal methodology<\/strong>\u00a0– Room 1.217<\/td>\n<\/tr>\n
[100] Rebecca Lewis<\/strong>. Workshop: Conceptual PlayWorlds Educational Experiment in Practice <\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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<\/a>T. Exploring and multimodal methodology, room 1.217<\/h2>\n

Chair: Czarecah Oropilla\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tech support: Torstein Unstad, e-mail: torstein.unstad@uit.no<\/a><\/p>\n\n\n\n\n\n\n\n
T. Exploring and cultural formation –<\/strong> Room 1.221<\/td>\n<\/tr>\n
[76] Marcela Pardo, Mar\u00eda Jos\u00e9 Opazo and Pablo Rupin. ECE schoolification in classrooms for 4- and 5- year-olds in Chile.<\/em><\/td>\n<\/tr>\n
[7] Natalia Costa, Kaira Neder, Marisa von Dentz and Katia Amorim. Infants` socio-emotional experience and their transition to ECEC: on the lookout for group-oriented processes and constitution.<\/em><\/td>\n<\/tr>\n
[2] Zacharias Andreadakis and Elin Eriksen \u00d8degaard. The Meanings of Exploration: Interim Findings from a Systematic Review<\/em><\/td>\n<\/tr>\n
[36] Czarecah Oropilla<\/strong>. Learnings and reflections from intergenerational engagements between young children and older adults in the Philippines during the pandemic lockdown in 2020.<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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<\/a>U. Art and pedagogy, room 1.225<\/h2>\n

Chair: Anne Eriksen\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tech support: Bente Karlsen, e-mail: bente.karlsen@uit.no<\/a><\/p>\n\n\n\n\n\n\n\n
U. Art, technology and pedagogy – <\/strong>Room 1.225<\/td>\n<\/tr>\n
[28] Anne Eriksen<\/strong>. Staff acting and improvising in kindergarten.<\/em><\/td>\n<\/tr>\n
[38] Aihua Hu and Maria Grindheim. What are children singing in kindergartens?: A cross-culture study.<\/em><\/td>\n<\/tr>\n
[42] Marjolein Deunk, Hanke Korpershoek, Mari\u00ebtte Hingstman and Annegien Langeloo. Seeing exclusion: Applying Visual Thinking Strategies to promote pre-service teachers\u2019 (self-)reflection on diversity and inclusion and their emotional engagement.<\/em><\/td>\n<\/tr>\n
[84] Trine Hild Blixrud. Movement-improvisations with toddlers.<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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On this page you will find a overview of the parallel sessions. Each number in front of the presentation refers to the number in the abstract book which can be found here.\u00a0Parallel session 1 (A-E), Monday at 12:15-13.35 A.\u00a0\u00a0\u00a0 Cultural Diversity (all online, bring your headphones) \u00a0Chair and tech support: Elena Merzliakova, e-mail: elena.merzliakova@uit.no A.Cultural […]<\/p>\n","protected":false},"author":123462,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"class_list":["post-1421","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/site.uit.no\/irece-tromso\/wp-json\/wp\/v2\/pages\/1421","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/site.uit.no\/irece-tromso\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/site.uit.no\/irece-tromso\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/site.uit.no\/irece-tromso\/wp-json\/wp\/v2\/users\/123462"}],"replies":[{"embeddable":true,"href":"https:\/\/site.uit.no\/irece-tromso\/wp-json\/wp\/v2\/comments?post=1421"}],"version-history":[{"count":5,"href":"https:\/\/site.uit.no\/irece-tromso\/wp-json\/wp\/v2\/pages\/1421\/revisions"}],"predecessor-version":[{"id":1432,"href":"https:\/\/site.uit.no\/irece-tromso\/wp-json\/wp\/v2\/pages\/1421\/revisions\/1432"}],"wp:attachment":[{"href":"https:\/\/site.uit.no\/irece-tromso\/wp-json\/wp\/v2\/media?parent=1421"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}