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Attending childcare for the first time can be extra challenging for shy children. To support shy children's well-being as best as possible, the staff needs to recognize children’s needs in different situations. A good collaboration between parents and childcare staff is extra important when there are shy children in the group.
In the EKCO-project, after school program staff, together with researchers, will examine how after school offerings in five countries currently operate, with the aim of developing new and improved practices in the field.
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What factors make the relationship work well between the kindergarten and multilingual parents? A forthcoming, systematic review will address this topic. The research project is presented as a protocol in KCE's new journal - Nordic Journal of Systematic Reviews in Education.
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During the conference “From Knowledge to Action – the role of carers is changing?” in Oslo on March 16 Stecy Yghemonos held the presentation “A European Care Strategy for caregivers and care receivers”.
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Open discussions brought on by reading fiction, a sense of belonging, and a feeling of autonomy can be reasons why participating in reading groups is positive for people with cancer.
Knowledge is most valuable when it is shared generously – read the annual report for Centre for Resilience in Healthcare.
Knowledge is most valuable when it is shared generously – read the annual report for Centre for Resilience in Healthcare.
Odors change as the weather changes. Rain or sunshine, there are interesting smells, both outside and inside, to discover, explore and talk about together with children. All you need is your nose. Let your fantasy lead the way and discover the magic of smell together with the children.
Making digital books available for children across the world
Literacy instruction and creative writing are combined in AILIT, by cutting-edge use of AI and principles from game design.
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Four editors representing four countries to helm flagship journal.
FILIORUM - Center for Research in Early Childhood Education and Care leads and participates in a number of projects, both nationally and internationally. Here you will find an overview of completed and ongoing projects that FILIORUM is involved in.
A creative process with digital technology is a complex process consisting of traditional non-digital and new digital activities. It is important that educators use different pedagogical strategies when involving young children in the process. However, it is not enough to focus merely on the process – the finished product is also important to the children.
Is there a common Nordic model or a characteristic Nordic approach to evaluation and assessment of quality in early childhood education and care (ECEC)? A new study conducted by FILIORUM – Centre for Research in Early Childhood Education and Care, together with Early Childhood Research Centre at Dublin City University (DCU ECRC), has examined this.
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Human Reading Assessment is an NRC-funded research project exploring new methodologies for adaptive reading assessment. The project will start in April 2024.
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Which classroom practices are critical for creating an engaging learning environment? UiS researchers from different disciplines are collaborating to find the answer to this, in a new, large research project.
The DiCoTe project aims to increase digital competence in Norwegian kindergartens by developing resources that can be used in Early Childhood Education Training.
To read books together with young children is a common activity – both in early childhood settings and at home. Many children are increasingly using digital books to access stories. You might wonder whether reading on paper and on screen is the same? Does it matter whether children turn pages in a book or swipe pages on an iPad?
This cutting-edge project researches the power of smells and scents to transform children’s reading.
FILIORUM- Centre for Research in Early Education and Care has a Scientific Advisory Board consisting of renowned international researchers in the ECEC field.
In SELMA, researchers and employees in Norwegian Early Childhood Education and Care (ECEC) centers will collaborate to develop resources to promote Social and Emotional development and Life Mastery. The five core themes of SELMA derive from the Framework plan for kindergartens:
Social interaction, Engagement, Love and joy, Mastery, and Acknowledgement.
The University of Stavanger has one of Norway's
leading research environments within the Early Childhood Education and Care field. All ECEC research at the university is part of FILIORUM, and the researchers are affiliated with different units at UiS and represent different fields of study, perspectives, research methods and traditions.
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Professor Natalia Kucirkova has won the UKLA Academic Book Award 2021 for her book ‘How and Why to Read and Create Children's Digital Books’.
To ensure that new and relevant research becomes known and easily applicable in ECEC, we have created this collection of digital resources based on recent ECEC research for use by teachers and educators in their professional development.
FILIORUM – Centre for Research in Early Education and Care has three focus areas within the research: play, communication and belonging.
This year's conference for early childhood education research will be held digitally from 26.-28. October. The theme is diversity and opportunities in early childhood education. Please see below for full program.
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With her latest book " The Future of the Self: Understanding Personalization in Childhood and Beyond ", Natalia Kucirkova addresses the opportunities, but also the threats, implied by a personalized reality.
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A comprehensive meta-analysis of prior research has found, overall, that children ages 1 to 8 were less likely to understand picture books when they read the digital, versus the printed version. However, when digital picture books contain the right enhancements that reinforce the story content, they outperform their print counterparts.
The research community Transforming Education – towards a sustainable future brings together researchers from different disciplines within the Faculty of Arts and Education to study transformative approaches to educational aspects of sustainable development.
The Norwegian Reading Centre is an active research centre within the Faculty of Arts and Education at the University of Stavanger, Norway.
FILIORUM– Centre for Research in Early Education and Care at the University of Stavanger was established to gain both more and broader methodological research in the ECEC field. The goal is to conduct research that ensures high quality in Norwegian kindergartens, and foster belonging, communication, and play for all children.
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FILIORUM-The Centre for Research in Early Childhood Education and Care at the University of Stavanger and the Early Childhood Research Centre at Dublin City University (DCU ECRC) have entered a collaboration on a new research project on Nordic Approaches to Evaluation and Assessment in Early Childhood Education and Care.
A recent Norwegian study shows strong associations between first grade students feeling liked and respected by their teacher, and their achievement in reading.
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Professor Natalia Kucirkova from the Centre for Learning Environment is awarded the Jacobs Foundation Research Fellowship for the period 2021-2023. She is the first Jacobs Fellow from a Norwegian University.
62 research assistants visit in 300 classrooms to test the reading- and writing skills of 5500 Grade 3-students in the Two Teachers project.
UiS researchers have developed and tested a structured play-based curriculum for children at their last year of preschool, to foster a more even and better foundation before school start through care, play and learning.
Principal investigator Kjersti Lundetræ is professor in Special Educational Needs and director at the Norwegian Centre for Reading Education and Research, University of Stavanger.
Elisabeth E. S. Rongved is communications and knowledge exchange adviser at the University of Stavanger.
The Reading Centre’s Research Unit for Assessment of Literacy Skills (RUALS) develop reading- and writing assessments that provide accurate information on pupils’ skills, and that are useful for addressing individual learning needs.