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1. Introduksjon ...1
1.1 Barns deltakelse i barnehagen ... 2
1.2 Barn med cochleaimplantat i barnehagen... 5
1.3 Avhandlingens formål og forskningsspørsmål ... 9
1.3.1 Delstudie 1 ... 10
1.3.2 Delstudie 2 ... 10
1.3.3 Delstudie 3 ... 11
1.4 Avhandlingens oppbygging ... 12
2 Tidligere forskning ... 13
2.1 Gjennomføring av litteratursøk ... 13
2.2 Forskning om barn i barnehage ... 16
2.2.1 Barns lek og samhandling ... 16
2.2.2 Barnekultur ... 17
2.2.3 Deltakelse og kontinuerlige forhandlinger ... 18
2.2.4 Oppsummerende refleksjoner ... 19
2.3 Forskning vedrørende barn med cochleaimplantat ... 20
2.3.1 Betydningen av talespråklige ferdigheter ... 20
2.3.2 Deltakelse i ordinære barnehager og skoler ... 21
2.3.3 Å få tilgang til pågående lek ... 22
2.3.4 Å opprettholde samhandlinger over tid ... 22
2.3.5 Oppsummerende refleksjoner ... 24
2.4 Forskning om voksnes betydning ... 26
2.4.1 Oppsummerende refleksjoner ... 28
2.5 Posisjonering av egen studie i forskningsfeltet ... 28
3.2 Barnefellesskap som praksisfellesskap ... 35
3.2.1 Barnehagens mange praksisfellesskap ... 37
3.3 Implikasjoner for egen studie ... 38
4 Metode ... 41
4.1 Feltarbeid, videoobservasjoner og intervju ... 43
4.1.1 Deltakere i studien ... 43
4.1.2 Gjennomføring av feltarbeid... 46
4.1.3 Gjennomføring av videoobservasjoner... 48
4.1.4 Gjennomføring av intervju ... 51
4.2 Analyser ... 54
4.2.1 Systematiske analyser ... 56
4.2.2 Analyseprosesser i delstudie 1 ... 57
4.2.3 Analyseprosesser i delstudie 2 ... 59
4.2.4 Analyseprosesser i delstudie 3 ... 60
4.3 Etiske overveielser ... 62
4.3.1 Forskningsetiske vurderinger ... 62
4.3.2 Studiens troverdighet og gyldighet ... 63
5 Sammenfatning av artikler ... 66
5.1 Artikkel 1 ... 67
5.2 Artikkel 2 ... 68
5.3 Artikkel 3 ... 69
5.4 Kort oppsummering av sentrale funn ... 70
6 Diskusjon ... 71
6.1 Barn, kulturelle verktøy og sosial praksis ... 71
6.1.3 Konkluderende refleksjoner ... 76
6.2 Barns deltakelse i ulike praksisfellesskap ... 77
6.2.1 Praksisfellesskap innenfor rammen av fellesarenaen ... 78
6.2.2 Praksisfellesskap utenfor rammen av fellesarenaen ... 80
6.2.3 Konstruktive refleksjoner og pedagogiske implikasjoner ... 82
6.3 Avhandlingens vitenskapelige bidrag ... 85
6.3.1 Avhandlingens empiriske bidrag ... 86
6.3.2 Avhandlingens teoretiske bidrag ... 87
6.3.3 Avhandlingens metodologiske bidrag ... 88
6.4 Avsluttende refleksjoner og veien videre ... 89
7 Litteratur ... 93
8 Vedlegg ... 105
DEL 2 ... 106
De tre artiklene ... 106
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2 Et cochleaimplantat er et teknisk hjelpemiddel som: «[…] gir døve og sterkt hørselshemmede muligheter til å oppfatte og tolke lyd og tale»
(Kunnskapsdepartementet, 2010, s. 85)
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3 For eksempel: «toddlerkultur» (Løkken, 2009), «kamratkultur» (Löfdahl, 2007),
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4 En studie fra USA viser at gjennomsnittsalder for diagnostisering av hørselstap hos barn er redusert fra 20 måneder til 2 måneder etter innføring av nyfødtscreening (Yoshinaga-Itano, 2003). Tilsvarende norske studier finnes ikke, men i «Retningslinjer for undersøkelse av syn, hørsel og språk» (Sosial- og helsedirektoratet, 2006) opplyses at gjennomsnittsalder for diagnostisering av hørselstap hos barn i Norge den gang var på 2,5 år.
5 Informasjonen er hentet fra: «CI - og hva så? Rapport fra tverrfaglig utvalg for en samordnet pedagogisk oppfølging av barn med cochleaimplantat», overlevert Helse- og omsorgsdepartementet og Kunnskapsdepartementet 05.02.2014.
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6 Av Knoors og Marschark (2012) omtalt som: «sign-supported speech (SSS) or simultaneous communication (SC)» (s. 294).
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1.3 Avhandlingens formål og forskningsspørsmål
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1.3.1 Delstudie 1
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1.3.2 Delstudie 2
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1.3.3 Delstudie 3
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(ii) Hvordan skaper cochleaimplantat mulighetsbetingelser for deltakelse?
'HOWVWXGLH Hvordan kan barnehagepersonalets erfaringer fra møtet mellom en
barnehagetradisjon og en spesialpedagogisk tradisjon brukes til å identifisere
mulighetsbetingelser for barn med cochleaimplantat sin deltakelse i barnefellesskap?
'HOVWXGLHHvordan bidrar voksne til barn med cochleaimplantat sin deltakelse i interaksjoner med andre barn?
1.4 Avhandlingens oppbygging
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2 Tidligere forskning
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7 ERIC er database for pedagogisk forskningslitteratur. Mye av forskningen vedrørende barn med cochleaimplantat er gjort i andre fagdisipliner. PsycINFO (psykologi) og MedLine (medisin) er derfor også vurdert som aktuelle databaser.
8 Valg av søkeord er gjort etter utprøving av ulike kombinasjoner av ord: Mens noen kombinasjoner gav så mange resultater at det ville bli umulig å håndtere, gav andre for få. Noen kombinasjoner resulterte også i mange overlapp.
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9 Andre betegnelser for hørselstap, for eksempel «hearing loss», «hard of hearing»
eller «deaf», ble også forsøkt, men viste seg ikke å gi andre/flere resultater.
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10 Formuleringen «nedsatt funksjonsevne» viser til: «[…] tap eller skade på en kroppsdel eller i en av kroppens funksjoner» (Mørland, 2008, s. 8). Individfokuset gjør formulering problematisk, men ettersom den brukes både i forskningslitteratur (M. Alvestad, Johansson, Moser, & Søbstad, 2009) og i offentlige dokumenter (f. eks.
Lov om barnehager, Kunnskapsdepartementet, 2006), velger jeg likevel å bruke den.
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11 Greve, Jansen og Solheim (2014) hevder at enten man velger å omtale personalet som voksne, lærere eller som pedagoger, så blir det en tilsløring av kompetansen til den enkelte. I mangel av bedre alternativer velger jeg i denne sammenheng å bruke voksne som en fellesbetegnelse på alle ansatte i en personalgruppe som kan bestå av både barnehagelærere, faglærte og ufaglærte assistenter og spesialpedagoger
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12 For eksempel: Ulike forskningsdesign, ulike kontekster og stort aldersspekter i utvalgene. Det er også forskjeller i variabler som har vist seg å ha stor betydning for barnets hørselsfunksjon, som for eksempel når barnet fikk cochleaimplantat, om det har ett eller to implantater og hvor lenge de implantatene har vært i bruk.
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13 Agent defineres av de samme forfatterne som: «Individual-operating-with- mediational-means» (Wertsch, Tulviste, & Hagstrom, 1993)
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14 Primærkilden (Vygotsky, 1983) foreligger kun på russisk.
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15 Mine oversettelser (i parentes) brukes i den videre beskrivelsen av de ulike typene.
