Tina Yngvesson

Tina Elisabeth Yngvesson’s doctoral research is concerned with producing knowledge about the relationship between the non-private preschool- and home in Sweden. Her researh explores how these relationships are articulated in the preschool curriculum and subsequently implemented, interpreted, transformed, and executed in the context of early childhood education. The research takes on a parent perspective and central in her research are the concepts of partnerships and engagement. Through the concepts of the importance of parents in children’s early childhood education, Tina’s doctoral research aims to illuminate challenges of engagement in early childhood education practices and policies.

Alongside her doctoral studies, Tina also works as a lecturer in early childhood education, focusing primarily on the scientific core of the pre-service preschool teacher program at Högskolan i Borås. Prior to undertaking doctoral studies, Tina has accumulated several years experience as an educator in the Swedish preschool- and preshool class, has been involved in international projects investigating parent engagement across nations and has published a number of chapters in various anthologies about early childhood education and care. 

About the doctoral thesis:

The focus of the research is to produce knowledge about the relationship between the non-private preschool- and home in Sweden, and to explore how these relationships are articulated in the curriculum for preschool and subsequently implemented, interpreted, transformed, and executed in the context of early childhood education in Sweden.

The study will do this from a parent perspective and central in this study is partnerships and participation. In parallel with the concept of participation, this research study also departs in the understanding that the engagement between relevant social agents that are necessary to maintain the democratic right of the child. This conception of children’s right to be heard- and to be informed, states that it is the duty of the parents and community to provide appropriate direction and guidance to the developing child, with the aim of evolving his or her capacities. 

From this we may learn two things: 1) Parents need to be involved, somehow, and act in a way that give them authority as parents and 2) the state is deciding over parenthood leaving the state as the main parent or caretaker, since parents cannot decide over the state. 

Overall, my research advocate that parents have the competence to participate in the pedagogical activities of their children’s lives provided they are given forum to do so. 

Through the concepts of the importance of parents in children’s early childhood education, the study will illuminate opportunities and challenges of engagement in early childhood education practices and policies. 

Supervisors: Martin Hugo and Ole-Henrik Hansen