﻿{"id":148,"date":"2011-01-14T09:38:48","date_gmt":"2011-01-14T09:38:48","guid":{"rendered":"http:\/\/uni.hi.is\/joein\/ritaskra\/b%c3%a6kur\/"},"modified":"2019-01-21T14:45:03","modified_gmt":"2019-01-21T14:45:03","slug":"b%c3%a6kur","status":"publish","type":"page","link":"https:\/\/uni.hi.is\/joein\/ritaskra\/b%c3%a6kur\/","title":{"rendered":"B\u00e6kur og b\u00f3kakaflar"},"content":{"rendered":"<p>(2019). Listening to children\u2019s advice about starting school and school age care.\u00a0 (co-author Sue Dockett &amp; Bob Perry). London\/NY: Routledge<\/p>\n<p>(2019). \u00d3lafsd\u00f3ttir, S. M. and Einarsd\u00f3ttir, J. Following children\u2019s advice about transition activities. In S. Dockett, J. Einarsd\u00f3ttir and B. Perry (eds.), <em>Listening to children\u2019s advice about starting school and school age care. <\/em>London: Routledge. (co-author Sara M. \u00d3lafsd\u00f3ttir)<\/p>\n<p>(2019). \u00d3lafsd\u00f3ttir, S. M. and Einarsd\u00f3ttir, J. \u2018It will be difficult to practice something we don\u2019t know <em>how to do\u2019: Listening to children as they transition to school. In L. Kocher and C. Patterson (eds.), Pedagogies for children\u2019s perspective<\/em> (pp. 18\u201332). London: Routledge. (co-author Sara M. \u00d3lafsd\u00f3ttir)<\/p>\n<p>(2019). Children\u2019s perspectives on belonging in Icelandic preschools. In <em>Jane Murray, Beth Blue Swadener and Kylie Smith<\/em><em> (eds). <\/em>Routledge International Handbook of Young Children\u2019s Rights. London: Routledge. (co-author Sara M. \u00d3lafsd\u00f3ttir)<\/p>\n<p>(2018) Brostr\u00f6m, S., Einarsdottir, J., &amp; Pramling Samuelsson, I. The Nordic perspective on early childhood education and care. In B. V. Oers &amp; M. Fleer (Eds.), <em>International handbook of early childhood education<\/em> (pp. 867\u2013888). New York: Springer.<\/p>\n<p>(2018). Fleet, A. &amp; Harcourt, D. with A.B. Koch, S. Gascoyne, J. Einarsd\u00f3ttir, C. Gray, P. Lawrence, J. Merewether, S. Mitchelmore, J. Murray, &amp; \u00a0A. Salamon. (Co)-researching with children. In M. Fleer and B. van Oers, (Eds.). <em>International handbook on early childhood education<\/em>. (pp. 165\u2013203). New York: Springer.<\/p>\n<p>(2018). Preschool educators in the eyes of children: Roles and values. In E. Johansson &amp; J. Einarsdottir (eds) <em>Values in Early Childhood Education: Citizenship for tomorrow <\/em>(pp. 87\u2013 101). New York: Routledge. (co-author Hr\u00f6nn P\u00e1lmad\u00f3ttir)<\/p>\n<p>(2018). Parental engagement in Icelandic preschools. In Susanne Garvis &amp; Elin Eriksen \u00d6degaard (Eds.) Nordic dialogues on children and families (pp. 143\u2013156). London\/New York: Routledge (co-author Arna H. J\u00f3nsd\u00f3ttir)<\/p>\n<p>(2018). Parents\u2019 views on Icelandic preschool education: A comparison of 2005\/2006 and 2016.\u00a0 In C. Pascal, T. Bertram, &amp; M. Veisson (eds).\u00a0 Early Childhood Education and Change in Diverse Cultural Contexts (pp. 153\u2013167). London\/New York: Routledge<\/p>\n<p>(2018). Challenges and advantages of collaborative action research in preschools. In E. Johansson, A. Emilson, A-M. Puroila (eds). <em>Values education in early childhood settings: Concepts, approaches and practices<\/em> (pp. 109\u2013127). Cham, Switzerland: Springer. (Co-author Ingibj\u00f6rg Sigur\u00f0ard\u00f3ttir)<\/p>\n<p>(2018).<em> Values in Early Childhood Education: Citizenship for tomorrow. <\/em>(co-author Eva Johansson). London\/NY: Routledge<\/p>\n<p>(2017). Early childhood teacher\u2019s (pre- and compulsory school teachers) use of the outdoor environment in children\u2019s learning about living beings. In Tim Waller, Eva \u00c4rlemam-Hags\u00e9r, ellen Beate Hansen Sandseter, Libby Le-Hammond, Kristi Lekies and Shirley Wyver\u00a0 (Eds.). <em>The SAGE handbook of outdoor play and learning<\/em>, (pp. 594\u2013608). (co-authors: Krist\u00edn Nor\u00f0dahl &amp; Gunnhildur \u00d3skarsd\u00f3ttir). London: Sage.<\/p>\n<p>(2017). Pedagogies of educational \u00a0transitions . In <em>Pedagogies of educational transition: Current emphases and future directions,<\/em> (p. 275\u2013292). New York: Springer (co-authors Sue Dockett, Bob Perry, Anders Garpelin, Sally Perters. Aline-Wendy Dunlop)<\/p>\n<p>(2017). Continuity and change as children start school. In <em>Pedagogies of educational transition: Current emphases and future directions<\/em>, (p. 133\u2013150). New York: Springer (co-author Sue Dockett)<\/p>\n<p>(2017). Mathematics learning through play: Educators\u2019 journeys. In <em>Pedagogies of educational transition: Current emphases and future directions<\/em>, (p. 203-220). New York: Springer (co-authors Brynd\u00eds Gar\u00f0arsd\u00f3ttir, Gu\u00f0bj\u00f6rg P\u00e1lsd\u00f3ttir).<\/p>\n<p>(2017). Opportunities and challenges in Icelandic early childhood education. In C. Ringsmore &amp; G. Kragh-M\u00fcller, (Eds.). <em>Nordic social pedagogical approach to early years<\/em> (pp. 63\u201372). New York: Springer.<\/p>\n<p>(2017). Points de vue des enfants: Eper\u00e9riences de recherche en Islande (p. 39-56).\u00a0 In Garnier &amp; Rayna (eds). Recherches avec les jeunes enfants: Perspecives internatinales. Brussels: Peter Lang.<\/p>\n<p>(2017). Preschool educators in the eyes of children: Roles and values. In E. Johansson &amp; J. Einarsdottir (eds) <em>Values in Early Childhood Education: Citizenship for tomorrow. <\/em>(co-author Hr\u00f6nn P\u00e1lmad\u00f3ttir)<\/p>\n<p>(2018). Parental engagement in Icelandic preschools. In Susanne Garvis &amp; Elin Eriksen \u00d6degaard (Eds.) Nordic dialogues on children and families (pp. 143-156). London\/New York: Routledge (co-author Arna H. J\u00f3nsd\u00f3ttir)<\/p>\n<p>(2017). Pedagogies of educational \u00a0transitions. In <em>Pedagogies of educational transition: Current emphases and future directions,<\/em> (p. 275-292). New York: Springer (co-authors Sue Dockett, Bob Perry, Anders Garpelin, Sally Perters. Aline-Wendy Dunlop)<\/p>\n<p>(2017). Continuity and change as children start school. In <em>Pedagogies of educational transition: Current emphases and future directions<\/em>, (p. 133-150). New York: Springer (co-author Sue Dockett)<\/p>\n<p>(2017). Mathematics learning through play: Educators\u2019 journeys. In <em>Pedagogies of educational transition: Current emphases and future directions<\/em>, (p. 203-220). New York: Springer (co-authors Brynd\u00eds Gar\u00f0arsd\u00f3ttir, Gu\u00f0bj\u00f6rg P\u00e1lsd\u00f3ttir).<\/p>\n<p>(2016). Research with children \u2013 In retrospect. In S. Dockett &amp; A. Macdonald (Eds.). Just do good research: Commentary on the work and influence of Bob Perry (pp. 38\u201347). Albury: Peridot Education.<\/p>\n<p>(2016). Starfendaranns\u00f3knin Leikum, l\u00e6rum, lifum. In Krist\u00edn Karlsd\u00f3ttir &amp; Anna Magnea Hreinsd\u00f3ttir (Eds). Leikum, l\u00e6rum, lifum: N\u00e1mssvi\u00f0 leiksk\u00f3la og grunn\u00fe\u00e6ttir menntunar (pp. 11-30). Reykjav\u00edk: RannUng &amp; H\u00e1sk\u00f3la\u00fatg\u00e1fan.<\/p>\n<p>(2016) Einarsdottir, J., &amp; Egilsson, S. T. (2016). Embracing diversity in childhood studies: Methodological and practical considerations In A. Farrell &amp; I. Pramling Samuelsson (Eds.),<em> Diversity: Intercultural Learning and Teaching in the Early Years <\/em>(p. 35\u201353). Oxford: Oxford University Press.<\/p>\n<p>(2016) Brostr\u00f6m, S., Einarsdottir, J., &amp; Pramling Samuelsson, I. The Nordic perspective on early childhood education and care. In B. V. Oers &amp; M. Fleer (Eds.), <em>International handbook on early childhood education and development<\/em>. New York: Springer.<\/p>\n<p>(2016). Fleet, A. and Harcourt, D. with A.B. Koch, S. Gascoyne, J. Einarsd\u00f3ttir, C. Gray, P. Lawrence, J. Merewether, S. Mitchelmore, J. Murray,\u00a0 A. Salamon. (Co)-researching with children. In M. Fleer and B. van Oers, (Eds.). <em>International handbook on early childhood education and development<\/em>. Vol 1: Methodologies. New York: Springer.<\/p>\n<p>(2016). Involving the voices of children and parents in the transition from preschool to primary school: A case study in an Icelandic preschool. In Klaus Fischer, Irene Kaschefi-Haude &amp; Jutta Schneider. <em>Voices on participation: Strengthening activity-oriented interaction growth in early years and in transitions.<\/em> (p. 153V170). Retrieved from <a href=\"http:\/\/www.signals-eu.com\/documents\/Signals-Compendium.pdf\">http:\/\/www.signals-eu.com\/documents\/Signals-Compendium.pdf<\/a>\u00a0\u00a0\u00a0 ( Arna)<\/p>\n<p>(2016). Early childhood teacher\u2019s (pre- and compulsory school teachers) use of the outdoor environment in children\u2019s learning about living beings. In SAGE <em>International handbook of outdoor education in early years<\/em>. 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Die ausbildung fr\u00fchp\u00e4dagogischer fachkr\u00e4fte ub Island: Zur Transformation fr\u00fchp\u00e4dagogischerausbildungsg\u00e4nge \u2013 von privater tr\u00e4gerschaft zum universit\u00e4tsstudium mit masterabschluss. In W. E. Fthenakis. Fr\u00fchp\u00e4dagoische ausbildungen international: Reformen und entwicklungen im blickpunkt (p. 193\u2013220). K\u00f6ln: Bildungsverlag Eins.<\/p>\n<p>(2014). Children\u2018s perspectives on moving from preschool to primary school. In V. Johnson, R. Hart &amp; J. Colwell (Eds.). Steps to engaging young children in research. Volume 1: The guide. Brighton: University of Brighton, Bernard van Leer.<\/p>\n<p>(2013). Ranns\u00f3knir sem breytingaafl \u00ed sk\u00f3lastarfi<b> <\/b>. In J\u00f3hanna Einarsd\u00f3ttir og Brynd\u00eds Gar\u00f0arsd\u00f3ttir (Eds.). <i>\u00c1 s\u00f6mu lei\u00f0<\/i><i>.<\/i> Reykjav\u00edk: H\u00e1sk\u00f3la\u00fatg\u00e1fan, RannUng.<\/p>\n<p>(2013). 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Marin\u00f3sson, \u00de\u00f3runn Bl\u00f6ndal &amp; \u00deur\u00ed\u00f0ur J\u00f3hannsd\u00f3ttir (eds.).\u00a0 <em>N\u00e1m \u00ed n\u00fdju samhengi <\/em>(p. \u00a011-25). Reykjav\u00edk: Ranns\u00f3knarstofnun KH\u00cd.<\/p>\n<p>(2004). \u201e\u00dea\u00f0 var l\u00edtill skilningur \u00e1 \u00fev\u00ed a\u00f0 \u00fea\u00f0 \u00feyrfti a\u00f0 kenna st\u00falkum a\u00f0 \u201epassa\u201c b\u00f6rn\u201d. In B\u00f6rkur Hansen, J\u00f3hanna Einarsd\u00f3ttir &amp; \u00d3lafur H. J\u00f3hannsson (eds.), <em>Brautry\u00f0jendur \u00ed uppeldis- og menntam\u00e1lum<\/em> (pp. 143-161). Reykjav\u00edk: Ranns\u00f3knarstofnun Kennarah\u00e1sk\u00f3la \u00cdslands.<\/p>\n<p>(2004). Inngangur. In B\u00f6rkur Hansen, J\u00f3hanna Einarsd\u00f3ttir &amp; \u00d3lafur H. J\u00f3hannsson (eds.), <em>Brautry\u00f0jendur \u00ed uppeldis- og menntam\u00e1lum<\/em> (pp. 7-12). Reykjav\u00edk: Ranns\u00f3knarstofnun Kennarah\u00e1sk\u00f3la \u00cdslands. (co-authors B\u00f6rkur Hansen &amp; \u00d3lafur H. J\u00f3hannsson).<\/p>\n<p>(2003). Charting a smooth course: Transition from playschool to primary school in Iceland. In S. Brostr\u00f6m &amp; J. Wagner (eds.), <em>Early childhood education in five Nordic countries: Perspectives on the transition from preschool to school<\/em> (pp. 101-127). \u00c5rhus: Systime Academic.<\/p>\n<p>(2003). L\u03c3\u03bbav\u03b4\u00eda [Iceland]. In Elsie Doliopoulou (Ed.) TO O\u039bOHMEPO NH\u03a0IA\u0393\u038f\u0393EIO\u00a0\u00a0 \u03a3THN E\u039b\u039bA\u0394A KAI \u03a3E 12 A\u039b\u039bE\u03a3 X\u038fPE\u03a3[The full-day kindergarten in Greece and 12 other countries] (pp. 223-234). A\u00feena: E\u039b\u039bHNIKA\u00a0 \u0393PAMMATA. (2003). Beliefs of early childhood teachers. In\u00a0 B. Spodek &amp; O. Saracho (eds.) <em>Contemporary influences in studying teachers in early childhood settings <\/em>(pp. 113-134). Greenwich, CT: Information Age Publ.<\/p>\n<p><em> (2002). Sk\u00f3li \u00ed deiglu. Fr\u00e1sagnir \u00far \u00c6finga- og tilraunask\u00f3la KH\u00cd \u00ed t\u00ed\u00f0 J\u00f3nasar P\u00e1lssonar.<\/em> Reykjav\u00edk: Ranns\u00f3knarstofnun KH\u00cd. (Co-editor Ragnhildi Helgad\u00f3ttir).<\/p>\n<p>(2002). Byrjendakennslan. \u00d3vissufer\u00f0 kennara, nemenda og foreldra. In J\u00f3hanna Einarsd\u00f3ttir &amp; Ragnhildur Helgad\u00f3ttir (eds.). <em>Sk\u00f3li \u00ed deiglu. Fr\u00e1sagnir \u00far \u00c6finga- og tilraunask\u00f3la KH\u00cd \u00ed t\u00ed\u00f0 J\u00f3nasar P\u00e1lssonar.<\/em> Reykjav\u00edk: Ranns\u00f3knarstofnun KH\u00cd. (p. \u00a063-80)<\/p>\n<p>(2000). Incorporating literacy resources into the play curriculum of two Icelandic preschools. In\u00a0 J. Christie &amp; K. Roskos (eds.)\u00a0 <em>Play and literacy in early childhood: Research from multiple perspective <\/em> (pp. 77-91). New Jersey: Lawrence Erlbaum. (2000)<\/p>\n<p>(1989). <em>Um mig og \u00feig.<\/em> Handb\u00f3k fyrir kennara. Reykjav\u00edk: N\u00e1msgagnastofnun. (me\u00f0h\u00f6fundur Ragnhei\u00f0ur Hermannsd\u00f3ttir)<\/p>\n<p>(1985). Uppeldisfr\u00e6\u00f0i Celestins Freinet. In Indri\u00f0i G\u00edslason &amp; Gu\u00f0mundur Kristinsson (Ritstj.)<em> Lestur-M\u00e1l.<\/em> Reykjav\u00edk: I\u00f0unn.<\/p>\n<p>(1981). <em>Krakkar krakkar.<\/em> Reykjav\u00edk: Bjallan. \u00a0(Co-author Gu\u00f0bj\u00f6rg \u00de\u00f3risd\u00f3ttir)<\/p>\n<p>&nbsp;<\/p>","protected":false},"excerpt":{"rendered":"<p>(2019). Listening to children\u2019s advice about starting school and school age care.\u00a0 (co-author Sue Dockett &amp; Bob Perry). London\/NY: Routledge (2019). \u00d3lafsd\u00f3ttir, S. M. and Einarsd\u00f3ttir, J. Following children\u2019s advice about transition activities. In S. Dockett, J. Einarsd\u00f3ttir and B. Perry (eds.), Listening to children\u2019s advice about starting school and school age care. London: Routledge. 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