Profiles

Signe Tonér

Signe Tonér

Doktorand

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Arbetar vid Institutionen för lingvistik
Telefon 08-16 29 30
E-post signe.toner@ling.su.se
Besöksadress Universitetsvägen 10 C, plan 2-3
Rum C 252
Postadress Institutionen för lingvistik 106 91 Stockholm

Om mig

Doktorand i lingvistik

Legitimerad logoped

Undervisning

Hösten 2018:

Att studera kommunikation LIN314

Typisk tal-, språk- och läsutveckling 2LG026 (logopedprogrammet)

Mentor för logoped- och lingvistikstudenter

Förskoledidaktik med inriktning mot språk och kommunikation UB402Y (förskollärarprogrammet)

Barns utveckling och lärande UB106Y (förskollärarprogrammet)

Forskning

Mitt avhandlingsprojekt handlar om att undersöka effekter av specificerade förskoleinterventioner med avseende på barns uppmärksamhet, språkliga förmåga och exekutiva funktioner. Jag fokuserar särskilt på narrativ förmåga och auditiv selektiv uppmärksamhet. 

Forskningsprojektet  "Hjärnvägar i förskolan" finansieras av Vetenskapsrådet och är ett interdisciplinärt samarbete mellan institutionen för lingvistik och avdelningen för förskollärarutbildning och förskoleforskning vid barn- och ungdomsvetenskapliga institutionen, Stockholms universitet. 

Publikationer

I urval från Stockholms universitets publikationsdatabas
  • 2018. Sofia J. Frankenberg (et al.). Journal of Cognition and Development

    Within the field of developmental science, there is a general agreement of the need to work together across academic disciplinary boundaries in order to advance the understandings of how to optimize child development and learning. However, experience also shows that such collaborations may be challenging. This paper reports on the experiences of bidirectional collaboration between researchers in a multidisciplinary research team and between researchers and stakeholders, in the first randomized controlled trial in Swedish preschool. The objective of the trial was to investigate the effects of two pedagogical learning strategies evaluating language, communication, attention, executive functions and early math. The interdisciplinary team includes researchers from early childhood education, linguistics, developmental psychology and cognitive neuro science. Educational researchers and theorists within the field of early childhood education in Sweden have during the last two decades mainly undertaken small-scale qualitative praxis-oriented and participative research. There is a widespread skepticism with regards to some of the core principles in controlled intervention methodologies, including a strong resistance towards individual testing of children. Consequently unanticipated disagreements and conflicts arose within the research team, as RCT methodology requires the measurement of effects pre and post the intervention. The aim of this article is to discuss the conditions for bidirectional collaboration both between researchers and stakeholders and between researchers in the research team. The findings illustrate strategies and negotiations that emerged in order to address ontological and epistemological controversies and disagreements. These include (a) the negotiation of research ethics, (b) making divergences visible and learning from each other, (c) using a multi-epistemological and methodological approach as a complement to the RCT design and (d) the negotiation of research problems that are shared between educators and researchers.

  • 2018. Tove Gerholm, Signe Tonér.

    Förskolan är viktig för barns språk- och kommunikations- utveckling, särskilt för dem som inte har optimala förutsättningar. Den som har lätt för kommunikation har en fördel i livet. Genom att stötta barns samtal kan pedagogerna stärka språk och kommunikation.

  • 2018. Tove Gerholm (et al.). BMC Psychology 6

    Background

    During the preschool years, children develop abilities and skills in areas crucial for later success in life. These abilities include language, executive functions, attention, and socioemotional skills. The pedagogical methods used in preschools hold the potential to enhance these abilities, but our knowledge of which pedagogical practices aid which abilities, and for which children, is limited. The aim of this paper is to describe an intervention study designed to evaluate and compare two pedagogical methodologies in terms of their effect on the above-mentioned skills in Swedish preschool children.

    Method

    The study is a randomized control trial (RCT) where two pedagogical methodologies were tested to evaluate how they enhanced children’s language, executive functions and attention, socioemotional skills, and early maths skills during an intensive 6-week intervention. Eighteen preschools including 28 units and 432 children were enrolled in a municipality close to Stockholm, Sweden. The children were between 4;0 and 6;0 years old and each preschool unit was randomly assigned to either of the interventions or to the control group. Background information on all children was collected via questionnaires completed by parents and preschools. Pre- and post-intervention testing consisted of a test battery including tests on language, executive functions, selective auditive attention, socioemotional skills and early maths skills. The interventions consisted of 6 weeks of intensive practice of either a socioemotional and material learning paradigm (SEMLA), for which group-based activities and interactional structures were the main focus, or an individual, digitally implemented attention and math training paradigm, which also included a set of self-regulation practices (DIL). All preschools were evaluated with the ECERS-3.

    Discussion

    If this intervention study shows evidence of a difference between group-based learning paradigms and individual training of specific skills in terms of enhancing children’s abilities in fundamental areas like language, executive functions and attention, socioemotional skills and early math, this will have big impact on the preschool agenda in the future. The potential for different pedagogical methodologies to have different impacts on children of different ages and with different backgrounds invites a wider discussion within the field of how to develop a preschool curriculum suited for all children.

Visa alla publikationer av Signe Tonér vid Stockholms universitet

Senast uppdaterad: 10 december 2018

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