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dc.contributor.authorÅmodt, Ingvild
dc.date.accessioned2020-10-02T11:48:45Z
dc.date.available2020-10-02T11:48:45Z
dc.date.created2013-01-31T13:32:40Z
dc.date.issued2012
dc.identifier.citationÅmot, I. Etikk i praksis: Barn med samspillsvansker og medvirkning i barnehagen.Nordisk Barnehageforskning. 2012, 5 (18), 1-11.
dc.identifier.issn1890-9167
dc.identifier.urihttps://hdl.handle.net/11250/2680939
dc.description.abstractIn recent years there has been a trend promoting "children’s right to participation". The point of departure for the article is qualitative data material collected from three day-care centres in Norway. The main objective has been to illuminate the choices the staff have and the dilemmas they face in their day-to-day practice when it comes to children who have interaction difficulties and their opportunities to participate. Findings: The practice is action-oriented. Actions, dilemmas and discretionary assessments are related to consequential- and deontological-ethics reasons.
dc.language.isomis
dc.titleEtikk i praksis: Barn med samspillsvansker og medvirkning i barnehagen
dc.typePeer reviewed
dc.typeJournal article
dc.description.versionpublishedVersion
dc.source.pagenumber1-11
dc.source.volume5
dc.source.journalNordisk Barnehageforskning
dc.source.issue18
dc.identifier.cristin1003534
cristin.unitcode253,0,0,0
cristin.unitnameDronning Mauds Minne Høgskole for barnehagelærerutdanning
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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