This page in Swedish

Anne Lillvist

Title: Senior Lecturer School/office: School of Humanities, Education and Social Sciences

Email:

Phone: +46 19 303469

Room: F2256

Research subject

Research environments

About Anne Lillvist

Anne Lillvist is Associate Professor (docent) and senior lecturer in Education at the Institution for Humanities, Education and Social Sciences at Örebro University. Anne defended her doctoral thesis in Psychology at Örebro University and worked as a Senior Lecturer in Education at Mälardalen University until 2018, when she returned to Örebro University.

Anne’s research interests focuses primarily on the concept of special needs in preschool and inclusion in the early childhood education. Continuity and change in educational transitions in the early years is another research interest. A research interest that has developed over time is practices of documentation and systematic quality work in preschools and how it can be researched through participatory research methods.
In higher education Anne teaches the in preschool teacher program and in PhD- courses focusing on quantitative research methods and research ethics.

Lillvist is a member of the research groups ReCEL (Reseach on Children’s Education and Learning) and Special Educational Research.

Lillvist has been a scientific member of the Swedish Ethical Review Authority since 2018.

Publications

Articles in journals |  Chapters in books |  Collections (editor) |  Conference papers |  Doctoral theses, comprehensive summaries |  Other | 

Articles in journals

Wilder, J. & Lillvist, A. (2018). Learning Journey: A Conceptual Framework for Analyzing Children’s Learning in Educational Transitions. European Early Childhood Education Research Journal, 26 (5), 688-700.

Information via DOIMore information on external website

Granlund, M. & Lillvist, A. (2015). Factors influencing participation by preschool children with mild intellectual disabilities in Sweden: with or without diagnosis. Research and practice in intellectual and developmental disabilities, 2 (2), 126-135.

Information via DOI

Granlund, M. & Lillvist, A. (2015). Factors influencing participation by preschool children with mild intellectual disability in Sweden: With or without the diagnosis. Research and practice in intellectual and developmental disabilities, 2 (2), 126-135.

Information via DOI

Norderyd, J. , Lillvist, A. , Klingberg, G. , Faulks, D. & Granlund, M. (2015). Oral health, medical diagnoses, and functioning profiles in children with disabilities receiving paediatric specialist dental care – a study using the ICF-CY. Disability and Rehabilitation, 37 (16-17), 1431-1438.

Information via DOI

Lillvist, A. , Sandberg, A. , Sheridan, S. & Williams, P. (2014). Preschool teacher competence viewed from the perspective of students in early childhood teacher education. Journal of Education for Teaching, 40 (1), 3-19.

Information via DOI

Sandberg, A. , Lillvist, A. , Sheridan, S. & Williams, P. (2012). Play competence as a window to preschool teachers' competence. International Journal of Play, 1 (2), 184-196.

Information via DOI

Almqvist, L. , Lillvist, A. & Granlund, M. (2011). Små barns psykiska hälsa. Psykisk hälsa (3), 10-17.

Sandberg, A. , Lillvist, A. , Eriksson, L. , Björck-Åkesson, E. & Granlund, M. (2010). "Special Support" in preschools in Sweden: preschool staff's definition of the construct. International journal of disability, development and education, 57 (1), 43-57.

Information via DOI

Sandberg, A. , Lillvist, A. , Eriksson, L. , Björck-Åkesson, E. & Granlund, M. (2010). ”Special support” in preschools in Sweden: preschool staff’s definition of the construct. International journal of disability, development and education, 57 (1), 43-57.

Information via DOI

Björck-Åkesson, E. , Wilder, J. , Granlund, M. , Pless, M. , Simeonsson, R. , Adolfsson, M. , Almqvist, L. , Augustine, L. & et al. (2010). The International Classification of Functioning, Disability and Health and the version for children and youth as a tool in child habilitation/early childhood intervention - feasibility and usefulness as a common language and frame of reference for practice. Disability and Rehabilitation, 32 (S1), S125-S138.

Information via DOI

Björck-Åkesson, E. , Wilder, J. , Granlund, M. , Pless, M. , Simeonsson, R. , Adolfsson, M. , Almqvist, L. , Klang, N. & et al. (2010). The International Classification of Functioning, Disability and Health and the version for children and youth as a tool in child habilitation/early childhood intervention: Feasibility and usefulness as a common language and frame of reference for practice. Disability and Rehabilitation, 32 (SUPPL. 1), 125-138.

Information via DOI

Sandberg, A. , Norling, M. & Lillvist, A. (2009). Teachers' View of Educational Support to Children in Need of Special Support. International Journal of Early Childhood Special Education, 1 (2), 102-116.

More information on external website

Sandberg, A. , Norling, M. & Lillvist, A. (2009). Teachers' View of Educational Support to Preschool Children in Need of Special Support. International Journal of Early Childhood Special Education, 1 (2), 102-116.

More information on external website

Lillvist, A. , Sandberg, A. , Björck-Åkesson, E. & Granlund, M. (2009). The construct of social competence: how preschool teachers define social competence in young children. International Journal of Early Childhood, 41 (1), 51-68.

Information via DOI

Lillvist, A. , Sandberg, A. , Björck-Åkesson, E. & Granlund, M. (2009). The construct of social competence: How preschool teachers define social competence in young children. International Journal of Early Childhood, 41 (1), 51-68.

Information via DOI

Lillvist, A. (2007). Att leka och vara med andra: Social kompetens hos förskolebarn. Specialpedagogisk tidskrift : att undervisa (1).

Chapters in books

Lillvist, A. & Sandberg, A. (2018). Early childhood education in Sweden: Policies, curriculum, quality and future challenges. In: Jaipaul L. Roopnarine, James E. Johnson, Suzanne Flannery Quinn, and Michael M. Patte, Handbook of International Perspectives on Early Childhood Education (pp. 341-349). . Routledge.

Information via DOI

Ärlemalm-Hagsér, E. & Lillvist, A. (2018). Förskollärarstudenters kunskapsskapande: Ett högskolepedagogiskt forskningsprojekt. In: Ärlemalm-Hagsér, E; Öhman, M, Högskolepedagogisk utveckling i teori och praktik (pp. 127-138). Västerås: Mälardalens högskola.

Sandberg, A. , Lillvist, A. & Ärlemalm-Hagser, E. (2018). Undervisning i olika lärmiljöer i förskolan. In: Sonja Sheridan & Pia Williams, Undervisning i förskolan: En kunskapsöversikt (pp. 92-99). Stockholm: Skolverket.

More information on external website

Lillvist, A. & Heikkilä, M. (2018). Vad är ett hemland?: Förskolan som arena för barns identitet. In: Lahdenperä, Pirjo, Den interkulturella förskolan: mål och arbetssätt (pp. 44-60). Stockholm: Liber.

Wilder, J. & Lillvist, A. (2017). Collaboration in Transitions from Preschool: Young Children with Intellectual Disabilities. In: Nadine Ballam, Bob Perry, Anders Garpelin, Pedagogies of Educational Transitions: European and Antipodean Research (pp. 59-74). . Springer.

Information via DOI

Lillvist, A. & Heikkilä, M. (2017). En fallstudie om föräldrasamverkan kring barns språkutveckling på en multietnisk förskoleavdelning. In: Mia Heikkilä, Anne Lillvist, Flerspråkighet för lärande i förskola, förskoleklass och årskurs ett: Perspektiv från tre samproduktionsprojekt (pp. 93-113). Västerås: School of Education, Culture and Communication, Mälardalen University.

Heikkilä, M. & Lillvist, A. (2017). Flerspråkig identitetsutveckling som pedagogisk grund för en multietnisk förskola. In: Mia Heikkilä, Anne Lillvist, Flerspråkighet för lärande i förskola, förskoleklass och årskurs ett: Perspektiv från tre samproduktionsprojekt. Västerås: School of Education, Culture and Communication, Mälardalen University.

Wilder, J. & Lillvist, A. (2017). Teoretiska perspektiv på övergångar. In: Lillvist, A; Wilder, J, Barns övergångar: förskola, förskoleklass, fritidshem, grundsärskola och grundskola (pp. 169-184). Lund: Studentlitteratur AB.

Lillvist, A. & Wilder, J. (2017). Varför behövs en bok om övergångar?. In: Lilllvist, A; Wilder, J, Barns övergångar: förskola, förskoleklass, fritidshem, grundsärskola och grundskola (pp. 15-24). Lund: Studentlitteratur AB.

Lillvist, A. & Ciric, A. (2016). A systems approach to understanding social skills, educational development and health in preschool children. In: Deanna Arnold, Preschool Children: Social Skills, Educational Development and Health Disparities (pp. 1-24). . Nova Science Publishers, Inc..

Lillvist, A. & Sandberg, A. (2015). Play in a Swedish preschool context. In: Jaipaul L. Roopnarine, Michael M. Patte, James E. Johnson and David Kuschner, International perspectives on children's play (pp. 175-186). . Open University Press.

Lillvist, A. & Wilder, J. (2015). Same Same But Different? Educational transitions of young children with intellectual disabilities. In: Sandberg, Anette & Garpelin, Anders, Children and young people in school and society (pp. 135-154). New York: Nova Science Publishers, Inc..

Lillvist, A. (2014). Social kompetens och barn i behov av särskilt stöd. In: Sandberg, Anette, Med sikte på förskolan: Barn i behov av stöd. Lund: Studentlitteratur AB.

Lillvist, A. (2009). Social kompetens och barn i behov av särskilt stöd. In: Sandberg, Anette, Med sikte på förskolan: Barn i behov av stöd. Lund: Studentlitteratur AB.

Collections (editor)

Heikkilä, M. (ed.) & Lillvist, A. (ed.) (2017). Flerspråkighet för lärande i förskola, förskoleklass och årskurs ett: Perspektiv från tre samproduktionsprojekt. Västerås: Mälardalens högskola (Mälardalen Studies in Educational Sciences ).

Full text in DiVA

Conference papers

Heikkilä, M. , Lindberg, M. , Andersson Schaeffer, J. , Lillvist, A. & Saler, K. (2019). Towards norm-creative environments in early childhood education settings. Paper presented at 29th EECERA Annual Conference (EECERA 2019), Thessaloniki, Greece, August 20-23, 2019.

Lillvist, A. (2018). Scientifically ground and didactically sound?: Preschool staff ́s views of the concept scientific ground. Paper presented at 46th Congress of the Nordic Educational Research Association (NERA 2018), Oslo, Norway, March 8-10, 2018.

Wilder, J. & Lillvist, A. (2017). Children´s learning in transition from preschool: Children with intellectual disability. In: 27th EECERA Annual Conference Abstract book. Paper presented at 27th EECERA Annual Conference (EECERA 2017), Bologna, Italy, August 29 - September 1, 2017 (pp. 102-103).

Lillvist, A. & Heikkilä, M. (2017). Multilingual practices and teacher-parent cooperation: A case study of a Swedish preschool. In: 27th EECERA Annual Conference Abstract Book. Paper presented at 27th EECERA Annual Conference (EECERA 2017), Bologna, Italy, August 29 - September 1, 2017 (pp. 77-78).

More information on external website

Norling, M. & Lillvist, A. (2015). Let´s play!: Play Events and Preschool Staffs Strategies and to Support Concept Development in Swedish preschools. In: 43rd Nordic Educational Research Association Congress (NERA 2015) Abstract book. Paper presented at 43rd Nordic Educational Research Association Congress (NERA 2015), Gothenburg, Sweden, March 4-6, 2015 (pp. 224-225).

Norling, M. & Lillvist, A. (2015). Literacy-related play events and preschool staff strategies to support Swedish language development in multilingual and Swedish speaking children. In: 25th EECERA Annual Conference Abstract Book. Paper presented at 25th EECERA Annual Conference (EECERA 2015), Barcelona, Spain, September 7-10, 2015 (pp. 70-71).

Lillvist, A. & Wilder, J. (2014). Collaboration in transition: Young children with learning disabilities in Sweden. In: 24th EECERA Annual Conference Abstract Book. Paper presented at 24th European Early Childhood Education Research Association Conference (EECERA 2014), Crete, Greece, September 7-10, 2014 (pp. 62-62).

More information on external website

Granlund, M. , Björck-Åkesson, E. , Almqvist, L. , Lillvist, A. & Sjöman, M. (2014). Patterns of participation and support in preschool settings for children with and without need for additional support. Paper presented at Symposium. Evidence-Based Early Childhood Education - challenges for inclusion. 3rd Biennal EARLI SIG 5 Conference, Jyväskylä, Finland, August 25-27, 2014.

Tikkanen, T. , Broström, S. , Søndergaard, S. , Pettersen, G. , Eidsvik, A. , Habbestad, H. , Nugin, K. , Lillvist, A. & et al. (2013). Curriculum in kindergarten?: Literacy learning and use of ICT with small children. In: 23rd EECERA Conference: Values, Culture and Contexts Abstract Book. Paper presented at 23rd EECERA Conference: Values, Culture and Contexts, Tallinn, Estonia, August 28-31, 2013 (pp. 80-81).

Lillvist, A. , Sandberg, A. , Sheridan, S. & Williams, P. (2012). Play competence: a window to preschool teachers competence. Paper presented at 10th Annual Hawaii International Conference on Education, Hawaii, USA, January 5-8, 2012.

Sandberg, S. , Lillvist, A. , Sheridan, S. & Williams, P. (2011). Play competence as a window to preschool teacher competence. Paper presented at 9th Annual Hawaii International Conference on Education, Honolulu, Hawaii, January 4-8, 2011.

Lillvist, A. (2009). A functional approach to social competence in children in need of special support. Paper presented at 2nd European Network for Socio-Emotional Competence in Children (ENSEC 2009), Izmir, Turkey, September 9-12, 2009.

Granlund, M. , Almqvist, L. , Lillvist, A. , Lee, A. & Ståhl, Y. (2009). Children in need of special support - a functional approach. Paper presented at 3rd Interdisciplinary Meeting on Disability/Developmental disorders and Early Care, Madrid, Spain, November, 2009.

Sandberg, A. & Lillvist, A. (2007). Educational Support to Preschool Children in Need of Special Support. Paper presented at DEC 23th Conference on Young Children with Special Needs and their Families “Crossing New Borders”, Niagara Falls, Ontario, Canada, October 25-28, 2007.

Sandberg, A. , Norling, M. & Lillvist, A. (2006). Vilket pedagogiskt stöd och vilka metoder erbjuds i förskolan till barn i behov av särskilt stöd?. Paper presented at 10:e Forskningskonferensen ”Funktionshinder, Vardagsliv, Habilitering”, Örebro, Sweden, April 4-5, 2006.

Doctoral theses, comprehensive summaries

Lillvist, A. (2010). The applicability of a functional approach to social competence in preschool children in need of special support. (Doctoral dissertation). (Comprehensive summary) Örebro: Örebro universitet.

Full text in DiVA

Other

Lillvist, A. & Wilder, J. (2013). Från förskola till särskola.