Handbók um leikinn

33 Heimildir Aðalnámskrá leikskóla 2011/2011 Aðalnámskrá leikskóla 2023 – breytingar. Anna Elísa Hreiðarsdóttir. (2018). Ævintýralegt jafnrétti. Starfendarannsókn í leikskóla. Netla – Veftímarit um uppeldi og menntun. DOI: https://doi.org/10.24270/netla.2018.4 Anna Elísa Hreiðarsdóttir. (2019). Stafræn tækni í leikskólastarfi: Sjónarhorn frumkvöðla. Netla – Veftímarit um uppeldi og menntun. https://doi.org/10.24270/serritnetla.2019.40 Anna Elísa Hreiðarsdóttir og Kristín Dýrfjörð. (2019). Mat leikskólabarna á þátttöku í tilviksrannsókn. Netla – Veftímarit um uppeldi og menntun. DOI: https://doi.org/10.24270/serritnetla.2019.34 Anna Magnea Hreinsdóttir og Kristín Dýrfjörð. (2021). Upplifun barna af leikskóladvöl „Stundum er maður lengi í leikskólanum, en ekki alltaf“ Netla – Veftímarit um uppeldi og menntun. https://doi. org/10.24270/netla.2021.12 Anna Þorbjörg Ingólfsdóttir (2011). Leikur og læsi í leikskólum. Netla – Veftímarit um uppeldi og menntun. https://netla.hi.is/greinar/2011/alm/005.pdf Arvola, O., Lastikka, A. og Reunamo, J. (2017). Increasing immigrant children’s participation in the Finnish early childhood education context. The European Journal of Social & Behavioural Sciences, 20(3), 294– 304. https://doi.org/10.15405/ejsbs.223 Bodrova, E. (2008). Make-believe play versus academic skills: A Vygotskian approach to today‘s dilemma of early childhood education. European Early Childhood Education Research Journal, 16, 357369. Doi: 10.1080/13502930802291777 Bork, G. (2015). Legefællesskaber og inkluderende legemiljøer i daginstitutioner – en Luhmann- og Bateson- inspireret ramme til analyse, refleksion og udvikling [Speciale, Syddansk Universitet]. http://lege-ogrelationspraksis.dk/wpcontent/uploads/2019/10/Part-3-pdf.pdf Bork, G. B., & Lund, L. (Ed.) (2023). The pedagogue’s participation in play is vital for children in vulnerable positions. UCL Erhvervsakademi og Professionshøjskole. Bork, G. B., & Rahbek, L. (2021). At udvikle pædagogisk legepraksis med gode legemuligheder for alle børn. UCL Erhvervsakademi og Professionshøjskole. Bryndís Gunnarsdóttir og Bateman, A. (2022). Initiating interactions in the toddler peer group: embodied conversation starters. Research on Children and Social Interaction, 6(1), 5–29. https://doi.org/10.1558/ rcsi.22739 Carr, M. (2001). Assessment in early childhood settings: Learning stories. Paul Chapman. Carr, M. (2014). Play and playfulness: Issues of assessment. Í L. Brooker, M. Blaise og S. Edwards (ritstjórar), The SAGE handbook of play and learning in early childhood (bls. 264–276). SAGE. Clark, A. (2023). Slow Knowledge and the Unhurried Child: Time for Slow Pedagogies in Early Childhood Education. Routledge. Cobb-Moore, C., Danby, S. Og Farrell, A. (2007). Young children as rule makers. Journal of Pragmatics 41, 1477–1492. https://doi.org/10.1016/j.pragma.2007.04.013 Colliver, Y. og Fleer, M. (2016). ‘I already know what I learned’: Young children‘s perspectives on learning through play. Early Child Development and Care, 186(10), 1559–1570. Doi: 10.1080/03004430.2015.1111880n

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