Profiles

Sofia Grunditz

Sofia Grunditz

Universitetslektor

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Arbetar vid Barn- och ungdomsvetenskapliga institutionen
Telefon 08-120 762 79
E-post sofia.grunditz@buv.su.se
Besöksadress Svante Arrhenius väg 21A
Rum 461
Postadress Barn- och ungdomsvetenskapliga institutionen 106 91 Stockholm

Om mig

Universitetslektor

Avdelningen för förskollärarutbildning och förskoleforskning

Undervisning

Undervisar i kurser om lek, utforskande, naturvetenskap, barns utveckling, förskolans historia, VFU och handleder examensarbeten i förskollärarprogrammet.

Nätverk och grupper

  • Utbildningshistoriska nätverket http://utbildningshistoria.se/
  • BaTiR- Barndom i tid och rum
  • CLIP (Studies in Childhood, Learning and Identities as Interactive Practices) Institutionen för pedagogik, didaktik och utbildningsstudier Uppsala universitet
  • Barn och barndomsnätverket

Forskning

 

 

 

Publikationer

I urval från Stockholms universitets publikationsdatabas
  • Avhandling (Dok) Vilan i förskolan 1910-2013
    2018. Sofia Grunditz (et al.).

    The aim of this thesis is to explore preschool naptime during the period 1910–2013 through visual materials, films and photographs produced by different actors for various purposes at various historical times, and to develop a visual methodology that works with complex visual materials. Even though naptime is central to everyday life in preschool, it is an activity that is rarely a focus of Early Childhood Education research.  

    The empirical data derives from two separate but interrelated studies, the first a video ethnographic field study and the second an archival ethnographic study. Both studies include films and photographs that visualise the material environments and social interactions that take place during preschool naptime.

    A theoretical framework based on ethnomethodology, visual studies, childhood studies and the history of childhood studies is used. The concept the look of is a theoretical and analytical focus as the photographic image contains visual information about what things and actions look like. The look of children’s and adults’ participation in naptime, the material objects and the preschool environment are the focus when scrutinising the visual data of the study to gain knowledge about how embodied actions, along with the material and spatial design of the preschool environment, form practices at naptime. The thesis takes a post-positivist stance towards the photographic image.

    A transdisciplinary methodology, the visual remake, is developed for visual analysis and is used as a tool for comparisons, visualisation of results and reflection. A visual remake maintains the visual aspects of the data in order to keep them visible throughout the research process. It is a tool that visualises observable findings and conceptualises a reflection process through images, and not exclusively via the written word.

    The study provides knowledge about everyday life in preschool. The results show how the material and spatial organisation of the room and the participants’ embodied actions in this environment constitute naptime in both historical and contemporary preschools. There are recurrent patterns in the social interaction, as well as similarities in the design of the environment that are stable over time. These are the ways in which the participants use their bodies and interact through embodied interactions. The comparative visual analyses, focusing on continuity and change, suggest that some of these practices can be theorised as path-dependent. The present-day study shows that children constitute a peer culture within naptime, often through secondary adjustments to institutional and adult-structured order. Although the ideal naptime is visualised in the historical materials, it is possible to trace the same sort of naptime peer culture. There are features in the design of the beds used during preschool naptime that are typical of the preschool institution, and this design and the overall organisation of naptime have a path-dependence to ideals in the half-day preschools.

    Methodologically, the thesis expands our knowledge of how different visual materials can serve as sources in ECE research and how a research design focusing on the comparison of present-day and historical data opens up space for new research questions.

  • 2013. Sofia Grunditz (et al.).

    This thesis examines how very young children (1-3 years) organize participation during naptime, a recurrent activity of everyday life in preschools. Focus is on how these children practice their social and cultural understandings of the local order and thus establish various local orders as part of how they shape their peer cultures and the routines of the naptime. An ethnomethodological and conversation analytic (EM/CA) perspective is used to explore the organisation of the local orders oriented to by the children in their participation during naptime. A special interest is directed at how small children use embodied actions and various semiotic resources as they actively take part in this preschool routine.

    The data, collected during fieldwork with participant observations, consist of video recordings and field notes. The recordings are analysed using EM/CA methods, including detailed attention to embodied features of interaction along with spatial and material arrangements. Transcriptions of interaction comprise representations of both verbal and visual aspects, e.g. gestures, gaze and movement through the room.

    The study shows that naptime involves more than sleep. It is demonstrated how very young children, through interaction with each other and the pedagogues, are active agents in sustaining, creating, re-creating and challenging the local orders of naptime. Through embodied actions and the use of various semiotic resources, the children are able to create time and space for their own peer cultures within this institutional routine. Overall, the study sheds light on the sophisticated ways in which very young children use their knowledge of cultural and institutional routines – the spatial organisation of sleep mattresses, artefacts (e.g. blankets, pacifiers and soft toys) and the sequential structures of the naptime – to constitute spaces for play and joyful interaction with peers and pedagogues. In spite of their sometimes limited vocal language, these very young children are able to use a variety of semiotic resources to constitute their own social life within naptime, often through secondary adjustments to institutional and adult structured order.

  • 2018. Anne-Li Lindgren, Sofia Grunditz.

    I augusti och september 2017 genomfördes en teckningstävling för skolklasser i hela Sverige på temat ”Rita dig själv som forskare. I den här rapporten analyseras teckningarna av professor Anne-Li Lindgren och doktorand Sofia Grunditz vid Barn- och ungdomsvetenskapliga institutionen vid Stockholms universitet.

    Tävlingen var en del av vetenskapsfestivalen ForskarFredag och samlade in 1 237 bilder från över 70 skolklasser med barn i åldrarna 6–12 år i hela Sverige. Tävlingen var inspirerad av en liknande teckningstävling som genomfördes år 2007.

    Anne-li Lindgren och Sofia Grunditz har lagt fokus på hur flickor respektive pojkar ritar, i vilken grad stereotypa föreställningar om forskare syns i bilderna och en översiktlig jämförelse med bilderna från 2007. De ger också råd till lärare om hur teckningsuppgifter kan användas som en del av undervisningen.

Visa alla publikationer av Sofia Grunditz vid Stockholms universitet

Senast uppdaterad: 3 juni 2019

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