In research on science education, there is a need to further understand the relation between longer and shorter processes of teaching and learning in the classroom. With a theoretical framework based on dialogical theories ...

This thesis aims to contribute to the knowledge of children’s meaning-making by focusing on processes and content in preschool practice. Meaning-making is understood as a situated process that emerges in the mutual interplay ...

This thesis is based on an ethnographic field study among a group of monolingual children from one and a half to three years old at a pre-school in a Swedish village. The primary aim of the study has been to gain knowledge ...