<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Agneta  Simeonsdotter  Svensson</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INTERDISCIPLINARY SCIENCE: A WAY TO BROADEN AND DEEPEN KNOWLEDGE IN RESEARCH AND EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">education needs</style></keyword><keyword><style  face="normal" font="default" size="100%">interdisciplinary research</style></keyword><keyword><style  face="normal" font="default" size="100%">interdisciplinary theories</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=1191861</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">68</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">How do we look at interdisciplinary theories and methods today and how do we welcome an interdisciplinary perspective in research? These questions are perhaps not the discussed in various research disciplines but the questions concern both research and education.
         Within each discipline, we have theories and methods that we want to protect and make into &quot;our own&quot;. We prefer that certain theories and methods belong to a particular discipline. We also keep ourselves happy within our own research area and develop it with &quot;inherited&quot; theories and practice what we consider to belong to &quot;our research&quot;. However, issues emanating from interdisciplinary theories and methods provide opportunities to broaden and deepen each research area.
</style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">4-5</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Agneta  Simeonsdotter  Svensson</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE IMPACT OF THE ANIMALS ON CHILDREN'S LEARNING AND THEIR DEVELOPMENT - A STUDY OF WHAT CHILDREN LEARN FROM AND WITH PETS: THE EXAMPLE OF DOG AND CAT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">collaborative project</style></keyword><keyword><style  face="normal" font="default" size="100%">developmental pedagogy</style></keyword><keyword><style  face="normal" font="default" size="100%">preschool learning</style></keyword><keyword><style  face="normal" font="default" size="100%">qualitative research</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420362030.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">59</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of this study is to produce knowledge about the impact of pets on preschool children's desire to learn and their development. The research question asked is: What do children learn from and with pets: The example of dog and cat? Socio-cultural theories and developmental pedagogy are used in order to study children’s learning in the preschool. The socio-cultural theories are based on a model describing interactions between people presented by Vygotskij (1978) and further developed by Säljö (2011). This study employed a qualitative exploratory research method with the aim of gaining knowledge concerning a group of 24 children, aged 4-5 years. Individual interviews were used as the method of data collection. The results are presented as two main categories: 1) The pet supports the child in their learning and development process 2) The child is the teacher of the pet. Each main category comprised two subcategories: 1a) Developing empathy and emotions, 1b) Being good at school-related tasks, 2a) Teaching the pet playful exercises, 2b) Teaching the pet to obey. The results show that pets provide children with positive experiences and a sense of feeling good. The children said that they could talk to all the animals and that the animals are listening. When a child is doing activities with an animal or tries to teach an animal some exercises, the child receives a response from the animal. This leads on to new experiences and an increased knowledge regarding social behavior. Using pets for educational purposes in the home, preschool and school, might stimulate an interest in animal care and a commitment to the world´s wildlife and fauna in general. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">77-85</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Agneta  Simeonsdotter  Svensson</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PRESCHOOL CHILDREN DEVELOPMENT EMPATHY THROUGT INDIVIDUALIZED MATERIALS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">animals</style></keyword><keyword><style  face="normal" font="default" size="100%">ethics</style></keyword><keyword><style  face="normal" font="default" size="100%">preschool children</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1419412973.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">52</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The overall objective of the study is to investigate whether the understanding of animals and their living conditions is a way for child’s emphatic ability. One interesting question is in what way children show that they are developing empathy. Do children show some change in the way they talk about animals and their living conditions? How is this change revealed? The theoretical basis of this study is based on Martin Hoffman's research (2000) which emphasizes the importance of learning and of encouraging empathy in children. The study design is qualitative and was conducted using conversations with child participants, notes, photographs and video recordings of the children working with the teaching material &quot;cat picture&quot; and dog picture&quot;. The participants comprised of 52 children aged between 3-5 years, divided into a main group and a control group with 26 children, 12 girls and 14 boys in each group. The results show that there is a difference in the two testing occasions between the main group and the control group. As the main group were given opportunities to think and reflect and work with the material, ideas about thoughts on ethical issues could emerge and developed further. Sustainable development must begin with the children. This is the best investment that any society can make.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">115-124</style></section></record></records></xml>