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Anne Kultti

Senior Lecturer

Department of Education, Communication and Learning
Telephone
+46 31-786 23 74
Mail
anne.kultti@ped.gu.se
Visiting address
Läroverksgatan 15
41120 Göteborg
Room number
Pedagogen B Åsikten
Postal address
Box 300
40530 Göteborg

About Anne Kultti

ORCID: https://orcid.org/0000-0001-6995-4468

Research interest

My research focuses on preschool as a learning environment, and children's communication and participation in preschool activities. Additionally, the research regards learning in preschool from a perspective of young multilingual children and scaffolding in communication between teacher and children.

At the moment I'm working with a project of multilanguaging in play-responsive teaching in preschool (2022-2024).

Previous projects

The thesis: Multilingual children in preschool: Conditions for participation and learning (Kultti, 2012), aims to study the learning conditions in preschool that support young multilingual children’s language and communicative development, and their participation in activities. I used an interaction analytic approach to study the preschool environment as a context for learning through child-initiated play activities and teacher-led group activities. Findings indicate that focusing on the preschool activities and the communication opportunities provides new perspectives for understanding young multilingual children in preschool and the preschool as institutional practice. Additionally, the study provides knowledge about how to use scaffolding as a tool for learning in multilingual contexts.

Non-verbal participation from individual, interpersonal and institutional perspectives in an Australian ECE context I have conducted a research project in an Australian early childhood education context, which has resulted in three studies. The first study aims to create knowledge of toddlers’ modes and trajectories of participation in a context in which their second language is used (Kultti, 2015). The second study investigates how young children, communicating primarily non-verbally, are socialized in an early childhood education practice through and with toys in group activities (Kultti & Pramling, 2015). The study shows, for one, how tools that enable both individual and collective use are favourable. In the third study the relation between participatory opportunities afforded to children without skills in the majority language is investigated, through the pedagogical structuring in a child-care programme (Kultti, 2016). This interest is based on recent research showing inequality in participatory opportunities depending on skills and knowledge in spoken (majority) language. One finding showed and discussed is pedagogy built on a nuanced understanding of conditions for young children’s participation.

Intercultural teaching and learning To promote social and cultural sustainability is investigated in terms of intercultural teaching and learning in Kultti and Pramling (2016). In the article we show how linguistic diversity among children relates to a key democratic issue of early childhood education. One conclusion is that changes at the level of policy are needed in order to make a difference for early childhood education and early childhood teacher education.

Participation and collaboration between preschool and home in the context of multicultural ECE (2014-2015) The study is conducted within an European project: SIGNALS: Strengthening Activity-Oriented Intervention and Growth in the Early Years and Transitions. The overarching goal of the project is to enable parents and professionals to find a joint approach to child development and learning, and to improve the quality of the pedagogical relationship between educational staff and children (aged 1-8), the quality of interaction between children themselves, and the quality of relationships between the staff team and parents.

The Swedish study within the project focuses on children’s introduction into early childhood education institutions where people with several linguistic backgrounds meet (Kultti & Pramling Samuelsson, 2016). The approach used has an empirical base and the study builds upon consecutive emerging parts: questionnaire, case study and developmental work in two settings. One finding concerns the distinction between encounters as a matter of information and/or dialogue. Another finding points out how the competence needed in and for collaboration between individuals with different linguistic backgrounds needs to be highlighted in education.

More information about SIGNALS

Children’s well-being and learning in preschool (2015-2020) This pilot study concerning social and cultural sustainability is founded by Västra Götalandsregionen, VGR. The survey is addressed to children, parents, preschool teachers, directors of preschool, and politicians in four communities.

Promoting linguistic and meta-linguistic awareness in language learning focuses on developing ways of promoting linguistic and meta-linguistic awareness through translation activities in preschool (Kultti & Pramling, 2018, 2019, 2021; Jidai et al., 2017). We have, for example, investigated how learners negotiate meaning and explain linguistic features that come into play when translating song lyrics.

A member of a scientific Advisory Council for multilingual education in Early Childhood Education and Care in Luxembourg, appointed by the Ministry of Education, Children and Youth in Luxembourg (2021-2024).

Teaching interest

I have experience in the field of early childhood education as a preschool teacher, and in preschool teacher education at University of Gothenburg.

My experience of teaching, course management and administrative tasks concerns early childhood education and child studies, both on the level of education and the level of research. The content of the courses I am teaching at under-graduate level is about language and communication; play, learning and care; practice-based education; teaching profession and scientific work; multilingualism and intercultural communication. The courses at advanced level have the following focus: language and communication; play, learning and care, intercultural perspectives; learning for sustainability.

I have worked substantially with in-service education within the area of multilingual communication and learning. My presentations as an invited speaker at international and national research conferences, and at in-service conferences have focused on my research field through specific and more general topics such as

• communication in play activities, language learning through talk during mealtimes,

• multilingual children/preschool, systematic quality work in preschool,

• Swedish preschool education, language learning, child care policy in Sweden.