Ingrid Midteide Løkken
Postdoktorstipendiat
Institutt for kommunikasjon og kultur
Ansattprofil
- Romnummer C4I-012
- E-post ingrid.m.lokken@bi.no
Biografi
Ingrid Midteide Løkken is a educator and researcher at BI Norwegian Business School, where she specializes in educational leadership. In addition, she serves as an Associate Professor of Pedagogy at the Learning Environment Centre, University of Stavanger.
Ingrid have a PhD as a part of the longitudinal research project "Better Provisions for Norway's Children" (Gode Barnehager for Barn i Norge - GoBaN). Her dissertation, titled "Quality Conditions in Small Children’s Groups and Children's Social-Emotional Competence in Norwegian ECEC," investigates the crucial factors influencing child development.
Moreover, Ingrid has held a postdoctoral position in the "Sensory Books" project, which explores the role of sensory reading, particularly the sense of smell, in conjunction with digital books.
She publish scientific articles and academic works focusing on ECEC quality, relationships, social and emotional competence, positive psychology, parents collaboration, bullying behavior, leadership, and guidance.
Ingrid has a background in Early Childhood Education and Care (ECEC), and have experience from the early childhood education sector. She have had roles as both pedagogical leader and headmaster, and has also contributed to the teacher education program at the University of Southeast Norway.
Publikasjoner
Viser
5
av 14 publikasjon(er)
Kapittel Ellen Elvethon, Ingrid Midteide Løkken, Helene Berntsen Svensson, Thomas Moser (2025)
Early Childhood Settings as a Ramp for Inclusion: Staff and Parents’ Collaborations to Promote Peer Relations
This paper examines how staff and parents in early childhood education and care (ECEC) in Norway collaborate on provisions to promote peer relationships as a prerequisite for inclusion. Data were collected through interviews with parents and staff in four different ECEC settings. The results show that parents and staff collaborate mainly through daily dialog about the child and the child’s interaction in the pick-up and drop-off situations. This dialog is about how the child is doing socially in ECEC. The collaboration also occurs by facilitating shared meeting places where parents, staff, and children are present, usually gathered around an activity. It is about creating a community to get to know each other better. A third form of collaboration is based on staff and parents having a shared understanding and interest in a common focus on promoting peer relationships by supporting children’s social skills and inclusion. The findings show an interest in focusing on the community. However, there is a lack of basic common strategies and systems for promoting relationships between children to create an on-ramp for inclusion. One implication of these findings’ emphasis is the need for further dialog about how staff and parents can promote peer relationships.
Artikkel Radel James Gacumo, Janine Anne Campbell, Ingrid Midteide Løkken, Natalia Kucirkova I (2025)
The role of gender in multisensory reading: Children's engagement with olfaction-enhanced digital books
The study explores the effect of olfactory enhancements on children's engagement with digital books and examines potential gender differences in their responses. Grounded in multisensory learning and affordances, the study hypothesised that olfactory cues would enhance children’s engagement during shared reading. The sample consisted of 65 Norwegian-speaking children aged 4–5 from five different early childhood education and care centres (ECEC), who experienced both olfaction-enhanced and standard digital books in a within-subjects design. Results revealed significantly higher engagement across persistence, enthusiasm, compliance, overall engagement, and diverse facial responses when children interacted with the olfaction-enhanced book. No gender differences in engagement were observed, which suggests that multisensory design may offer inclusive opportunities for engaging young readers. This study contributes to emerging discussions on how sensory-rich features in digital texts might support early literacy experiences and enhance children’s enjoyment of reading. Implications for educational practice and policy include the recommendation for thoughtful integration of diverse, multimodal texts into early childhood education to foster inclusive and meaningful engagement with reading.
Artikkel Radel James Gacumo, Janine Anne Campbell, Ingrid Midteide Løkken, Natalia Kucirkova I (2025)
The role of gender in multisensory reading: Children's engagement with olfaction-enhanced digital books
Artikkel Ingrid Veronika Midteide Løkken, Janine Anne Campbell, Philip S Dale, Natalia Kucirkova (2024)
Exploring the sense of smell in shared digital book reading: An experiment
Shared book reading during early childhood contributes to children's development in many important ways. This small-scale experiment, the first of its kind in the emerging field of olfactory research, explores whether reading a digital book with accompanying smell stimulation has a measurable effect on children's engagement, vocabulary acquisition, story comprehension, and overall interest in reading and smell. The study was conducted with 65 4- and 5-year-old Norwegian-speaking children, attending ECEC centers. Olfactory stimulation did not produce higher scores on post-experiment vocabulary and story comprehension, only the control variables of gender and prior vocabulary knowledge significantly predicted vocabulary and story comprehension scores. However, children's engagement was higher for stories with accompanying olfactory stimulation. Future research could integrate odour release into the reading device to not disrupt the reading process, and more reliably test the hypothesis that olfactory stimulation is conducive to reading engagement and learning outcomes.
Oversiktsartikkel May Irene Furenes, Anne Kristin Hansen Andresen, Ingrid Midteide Løkken, Thomas Moser, Tone Rove Nilsen, Anne-Lene Skog Dahl (2023)
Norwegian Research on ECEC Quality from 2010 to 2021—A Systematic Scoping Review
This review concerns how quality in ECEC is thematized and examined in Norwegian research published in 2010–2021. The review contributes to developing relevant professional knowledge and insight into what quality in ECEC is, should be or can be. A systematic scoping review includes 97 empirical studies of quality in the Norwegian ECEC context. The results show an increase in studies addressing quality after the year 2017. Most studies use interviews and observations, i.e., qualitative data. Research based on quantitative studies mainly applies to questionnaires, whereas multi-method designs occur with the third greatest frequency. The majority of the studies are descriptive or explore relationships. A few studies concern method development, interventions or reviews of the literature. ECEC staff and ECEC teachers are the most common informants. Two-thirds of the studies included were published in English, and only one-third were published in Norwegian. Thematically, process quality emerges as the most studied dimension of quality, dominated by investigating the aspect of staff–child interactions. About one-third of the studies investigate structural quality, with most attention paid to the physical environment and the organization of the ECEC provisions. Less research is directed at result (outcome) quality and curriculum quality. This overview contributes to increased knowledge about how quality is understood and used in research, as an essential prerequisite for creating a safe and sound everyday life for children in ECEC.
Artikkel Ingrid Veronika Midteide Løkken, Janine Anne Campbell, Natalia Kucirkova, Philip S Dale (2023)
Experiment protocol: Exploring the sense of smell in digital book reading
This paper outlines the background and design, and their rationale, for conducting a small-scale experiment to examine the effect of olfactory stimulation on children's reading outcomes. The theoretical underpinnings of the study and its significance for the reading field are outlined, followed by a detailed description of the study procedure, design, measures, and instruments. Sixty-six Norwegian children will be recruited to participate in shared book reading sessions with a specially designed digital olfactory book. We test the hypothesis that olfactory-enhanced reading increases children's engagement in the reading activity and through this engagement, will increase their vocabulary learning, story recall, and overall interest in reading and smell. The study has important implications for children's reading, olfaction media research, and design studies.
Oversiktsartikkel Janine Anne Campbell, Ingrid Veronika Midteide Løkken (2022)
Inside Out: A Scoping Review on Optimism, Growth Mindsets, and Positive Psychology for Child Well-Being in ECEC
Early social and emotional development is foundational for children’s health, education, well-being, and later adjustment in society. It is also a cornerstone of positive psychology—the exploration of human flourishing at an individual, community, and societal level. Habitual explanatory styles (e.g., mindsets and optimistic thinking) have an impact on human well-being and development and are often acquired during early childhood. These explanatory styles may be influenced by regular interactions with significant adults outside of the family setting. However, few studies have focused on the relationship between optimism, mindsets, and well-being of children in Early Childhood Education and Care (ECEC) contexts. This scoping review systematically explores and maps out the literature on optimism, growth mindsets, and positive psychology with young children in ECEC. It identifies literature reporting qualitatively or quantitatively on theory or programs and interventions including optimism, growth mindset, and positive psychology in young children, reporting or implying a mechanism of change for the well-being of young children, and published between 1995 and 2021.
Artikkel Ingrid Midteide Løkken, Martine Louise Broekhuizen, Jaqueline Barnes, Thomas Moser, Elisabeth Bjørnestad (2018)
Interaction-quality and children’s social competence in Norwegian ECEC.
This study investigated whether interaction quality in toddler groups, when children were age three, was associated with changes in children’s social competence from age three to age five years in Norwegian Early Childhood Education and Care (ECEC). ECEC groups (n = 206) were observed with the Infant/ Toddler Environment Rating Scale Revised (ITERS-R). The subscale Interaction was used for this study, including four items: supervision of play and learning; peer interaction; staff-child interaction; and discipline. Children’s social-emotional competence was rated by ECEC teachers using the Norwegian Lamer Social Competence in Preschool scale (LSCIP) with six dimensions: prosocial behavior, self-control, assertiveness, adjustment, empathy, and fairness. Multilevel models were applied to investigate the associations between the ITERS-R scale and social-emotional competence at age three and age five. Results showed an association of interaction quality with empathy at T1, and a marginally significant association between interaction quality and self-control at T2. No other associations were found between interaction quality and social-emotional competence. The paper discusses why the associations between interaction quality and outcomes are limited and the need to revise and expand quality measures especially in Norwegian ECEC. This study also stresses the need to further investigate quality of interactions between staff and children, and its associations with children outcomes.
Kapittel Ingrid Midteide Løkken, Marianne Torve Martinsen (2018)
Vennskap og fellesskap i barnehagen
Artikkel Ingrid Midteide Løkken, Elisabeth Bjørnestad, Martine Broekhuizen, Thomas Moser (2018)
The relationship between structural factors and interaction quality in Norwegian ECEC for toddlers
The purpose of this study was to investigate the relationship between two structural factors of quality: organisation form (stable groups versus fexible groups) and staf– child ratio, in relation to interaction quality in toddler groups in Norwegian early childhood education and care (ECEC). Data were collected from 206 kindergarten groups in the period from 2013 to 2015. Interaction quality was measured through the infant/ toddler environment rating scale-revised subscales, Interaction, listening and talking, and program structure. A two-way MANOVA revealed that organisation form with small, stable groups were related to higher interaction quality, while the staf–child ratio and interaction quality varied depending on diferent content dimensions. These fndings have clear implications for policy and the training of ECEC staf. Keywords: Interaction quality, Structural quality, ECEC, Staf–child ratio, ITERS-R
Kapittel Ingunn Størksen, Cecilie Evertsen Stanghelle, Ingrid Midteide Løkken (2018)
Psykisk helse i barnehagen
Artikkel Ingrid Midteide Løkken, Martine Broekhuizen, Thomas Moser, Elisabeth Bjørnestad, Maren Meyer Hegna (2018)
Evaluation of the Lamer social competence in preschool scale
The Lamer Social Competence in Preschool Scale (LSCIP) has been widely used in Norway to assess children’s social competence; however, the six-factor structure has not been validated since the scalewas developed. The aim of this study is to evaluate the structure of the LSCIP using confirmatory and exploratory factor analyses. The results show that the original model has a nearly adequate fit according to model fit criteria, but also suggest the need for revisions to achieve a better model. The study contributes to the further development of the LSCIP as a measurement tool that can be used to measure children’s social competence in both research and practice.
Artikkel Mikhail Gradovski, Ingrid Midteide Løkken (2015)
Chronotopic Thresholds, Reflection, and Transformation of Supervision Experiences for Preschool Assistants in Norwegian Preschools
Kapittel Ingrid V. Midteide Løkken, Mikhail Gradovski (2014)
Barnehagen som lærende organisasjon: bruk av nære læringsformer som veiledning og simulatortrening i forhold til kompetanseutviklingen for assistentene
Framtidens barnehage (Meld. St. 24) peker på at det må satses mer systematisk på kompetanseutvikling for å sikre et minimum av barnehagefaglig kompetanse hos ansatte uten relevant utdanning og erfaring. Kompetansestrategien (KD 2013) omfatter satsning på barnehagen som lærende organisasjon, og har som sitt mål å sikre langsiktig planlegging og økt deltakelse i kompetanseutviklingstiltak. En barnehage som en lærende organisasjon, kjennetegnes ved at man tar i bruk nære og fjerne læringsformer. De nære læringsformene som vi undersøker i prosjektet, er simulatortrening og veiledning. I denne deskriptive statistiske undersøkelsen var målet å finne ut hvilken type kunnskap assistentene syntes de har behov for, og hvordan simulatortrening og veiledning brukes i barnehagene. Danning utpeker seg som det området assistentene har minst kunnskap om. Videre er det 39 % som ikke har opplevd at barnehagen tar i bruk simulatortrening som læringsform. Systematisk gruppeveiledning viste seg til å være en populær læringsform i barnehagene i Telemark (41 %). I Buskerud brukes denne formen av veiledningen i 32%av barnehagene. Over halvparten av barnehager i Buskerud (54,5 %) og 35 % av barnehager i Telemark bruker både spontan og systematisk veiledning. Spontan veiledning er den formen for veiledningen som blir minst brukt.
Viser
5
av 5 publikasjon(er)
Intervju Silje Wiken Sandgrind, Ingrid Veronika Midteide Løkken, Robin Ulriksen, Helga Norheim (2024)
Samspillskvalitet er et av de mest krevende områdene å veilede på
Intervju Maria Gilje Strand, Ingrid Midteide Løkken (2023)
Relasjonskvalitet i barnehagen. Læringsmiljø i skole og barnehage. Episode 10
Intervju Silje Wiken Sandgrind, Ingrid Veronika Midteide Løkken (2022)
Har forsket på hvordan relasjonskvaliteten påvirker barns sosiale og emosjonelle kompetanse
Intervju Ingrid Midteide Løkken (2021)
Her får Malin poeng for barnehagejobben sin
Deltakelse i media Torunn Helene Lindstad Fredriksen, Ingrid Midteide Løkken (2021)
Læringsmiljø i skole og barnehage: Episode 5: Den nye barnehageloven
1.januar 2021 fikk vi en ny barnehagelov. Der har det kommet inn et kapittel om psykososialt barnehagemiljø som sier at barn skal ha det trygt og godt i barnehagen. Det er også innført en aktivitetsplikt som gjelder ved mistanke om at barn ikke har det trygt og godt. Ingrid Midteide Løkken har lang erfaring fra barnehage, men har også undervist på barnehagelærerutdanningen og jobbet med forskning. Nå har hun vært med på å skrive en bok om barnehageloven. Programleder Torunn Helene Fredriksen snakker med henne om den nye loven og hva den betyr i praksis for barnehagene.
Viser
5
av 75 publikasjon(er)
Kommentar Ingrid Midteide Løkken, Guttorm Hermann Helgøy (2025)
Hvordan kan skolene lykkes i arbeidet mot mobbing?
Konferanseforedrag Dziuginta Baraldsnes, Ingrid Midteide Løkken, Guttorm Hermann Helgøy, André Baraldsnes (2025)
School - Home Partnership: Adults’ Responsibility in a Preventive and Promotive Perspective
Konferanseforedrag Dziuginta Baraldsnes, Ingrid Midteide Løkken, Guttorm Hermann Helgøy, André Baraldsnes (2025)
Professional-family collaboration in creating a safe play and learning environment in Nordic countries: A scoping review
Konferanseforedrag Ingrid Midteide Løkken, Ellen Elvethon, Thomas Moser, Helene Berntsen Svensson (2025)
The staff’s involvement and potential support in peer relations in ECEC toddler groups - an exploratory observational study
Konferanseforedrag Elin Kirsti Lie Reikerås, Ingrid Midteide Løkken, Hanne Næss Hjetland, Elisabeth Bjørnestad (2025)
Norwegian toddlers’ language skills and language environment a synthesis of results from two large Early Childhood Education research projects in Norway
Konferanseforedrag Ingrid Midteide Løkken, Dziuginta Baraldsnes, Guttorm Hermann Helgøy, André Baraldsnes (2025)
What we know about parents and staff collaboration in a Nordic and Norwegian ECEC
Konferanseforedrag Ingrid Midteide Løkken, Ellen Elvethon, Thomas Moser, Helene Berntsen Svensson (2025)
Staffs Role in Negative Actions Between Toddlers in Norwegian ECEC
Konferanseforedrag Tone Rove Nilsen, May Irene Furenes Klippen, Thomas Moser, Ingrid Midteide Løkken (2025)
Bullying in Norwegian Early Childhood Education and Care and new regulations in the Kindergarten Act
Konferanseforedrag Ingrid Midteide Løkken, Dziuginta Baraldsnes, André Baraldsnes, Guttorm Hermann Helgøy (2025)
Collaboration between Home and Educational Setting in the Nordic Countries: A Scoping Review
Konferanseforedrag Ingrid Midteide Løkken, Ellen Elvethon, Thomas Moser, Helene Berntsen Svensson (2025)
Early childhood settings as a ramp for inclusion – staff and parents’ collaboration to promote peer relations
Konferanseforedrag Ingrid Midteide Løkken, Mikhail Gradovski (2024)
Digital veilednings betydning- for utvikling av lederes kompetanse om dialogisk samhandling
Konferanseforedrag Ingrid Midteide Løkken, Dziuginta Baraldsnes, Guttorm Hermann Helgøy, André Baraldsnes (2024)
Collaboration between parents and staff in Early Childhood Education and Care (ECEC) in the Nordic countries.
Konferanseforedrag Ingrid Midteide Løkken (2024)
Digital guidance for the development of ECEC Leaders’ competence in dialogic interaction
Konferanseforedrag Dziuginta Baraldsnes, Ingrid Midteide Løkken, Guttorm Hermann Helgøy, André Baraldsnes (2024)
School – home collaboration in the Nordic countries: A scoping review.
Lærebok Ingunn Størksen, Ragnhild Lenes, Svanaug Lunde, Janine Anne Campbell, Ingrid Midteide Løkken (2024)
Sosial og emosjonell utvikling og livsmestring - Ressursbok for barnehagen
Konferanseposter Dziuginta Baraldsnes, Ingrid Midteide Løkken, Guttorm Hermann Helgøy, André Baraldsnes (2024)
Collaboration between home and educational settings in Nordic Countries- A scoping review
Konferanseforedrag Ingrid Midteide Løkken, Janine Anne Campbell, Philip S Dale, Natalia Kucirkova (2024)
Experiment with olfaction in reading with young children
Konferanseforedrag Ingrid Midteide Løkken, Janine Anne Campbell (2023)
Exploring the Sense of Smell in Digital Book Reading
Konferanseforedrag Ellen Elvethon, Thomas Moser, Helene Berntsen Svensson, Ingrid Midteide Løkken (2023)
Samarbeid mellom foreldre og personalet for å fremme jevnalderrelasjoner i barnehagen
Foredrag Ingrid Midteide Løkken (2023)
Pedagogisk analyse og veiledning
Foredrag Ingrid Midteide Løkken (2023)
Å skape gode team- om teamarbeid og roller i team. Personlighetstyper: selvutvikling og utvikling av forståelse av andre.
Artikkel Ingrid Midteide Løkken (2023)
Optimisme og lærende tankesett
Konferanseposter Ingrid Midteide Løkken, Ellen Elvethon, Helene Berntsen Svensson, Thomas Moser (2023)
Staff’s response to negative social behavior between toddlers in Norwegian ECEC
Konferanseforedrag Mikhail Gradovski, Ingrid Midteide Løkken (2023)
Polyphonic journey of becoming academicians
Konferanseforedrag Ingrid Midteide Løkken, Ellen Elvethon, Helene Berntsen Svensson (2022)
Staff- parents collaboration to support peer interactions in ECEC settings.
Foredrag Guttorm Hermann Helgøy, Ingrid Midteide Løkken (2022)
Trygge og inkluderende oppvekstmiljøer- muligheter og utfordringer
Konferanseforedrag Janine Anne Campbell, Ingrid Veronika Midteide Løkken (2022)
Inside out: A scoping review of optimism and growth mindsets for child development and wellbeing in ECEC
Foredrag Guttorm Hermann Helgøy, Ingrid Midteide Løkken (2022)
Kompetanseløftet for spesialpedagogikk og økt inkludering- Barn og unges rett til et trygt og godt lærings- og oppvekstmiljø
Foredrag Ellen Elvethon, Ingrid Midteide Løkken (2022)
Personalets rolle i å fremme relasjoner mellom de yngste barna i barnehagen.
Konferanseforedrag Ingrid Midteide Løkken, Janine Anne Campbell (2022)
Inside out: A scoping review of the literature on optimism, growth mindsets, and positive psychology for child well-being in ECEC.
Konferanseforedrag May Irene Furenes, Ingrid Veronika Midteide Løkken, Tone Rove Nilsen, Thomas Moser, Anne Kristin Hansen Andresen, Anne-Lene Skog Dahl, Helene Marie Storli Aaseth (2022)
Kvalitet i barnehagen - hva forskes det på og hvordan?
Bokkapittel Ingrid Midteide Løkken (2021)
Foreldresamarbeid
Foredrag Ellen Elvethon, Ingrid Midteide Løkken, Helene Berntsen Brennås (2021)
Håndtering av negative handlinger mellom barn i småbarnsgrupper
Bokkapittel Ellen Elvethon, Ingrid Midteide Løkken (2021)
Språk og kommunikasjon
Foredrag Ingrid Midteide Løkken, Guttorm Hermann Helgøy (2021)
Barnehage- og skolebasert utviklingsarbeid
Innledning Ingrid Midteide Løkken (2021)
Prolog
Rapport Helene Marie Storli Aaseth, Ellen Elvethon, Ingrid Midteide Løkken, Tone Rove Nilsen, Thomas Moser (2021)
Mobbing i norske barnehager- en kunnskapsoversikt
Foredrag Ingrid Midteide Løkken, Ellen Elvethon (2021)
Psykososialt barnehagemiljø
Foredrag Ingrid Midteide Løkken, Ellen Elvethon (2021)
Psykososialt barnehagemiljø
Konferanseforedrag Ingrid Midteide Løkken, Tone Rove Nilsen, Thomas Moser, Ellen Elvethon (2021)
Bullying in Norwegian kindergartens – what do we know?
Konferanseforedrag Ingrid Midteide Løkken, Helene Berntsen Brennås, Ellen Elvethon, Thomas Moser (2021)
Staff's handling of negative actions in interactions between children in toddler groups
Foredrag Ingrid Midteide Løkken, Nina Grini (2021)
Trygge og gode barnehage og skolemiljø
Bokkapittel Marianne Torve Martinsen, Ellen Elvethon, Svanaug Lunde, Ingrid Midteide Løkken (2021)
Barnehagelovens kapittel VIII om psykososialt barnehagemiljø
Bokkapittel Marianne Torve Martinsen, Ingrid Midteide Løkken (2021)
Vennskap og lek
Konferanseforedrag Ellen Elvethon, Ingrid Midteide Løkken, Helene Berntsen Brennås (2020)
Personalets håndtering av negative handlinger i samspill mellom barn i småbarnsgrupper
Konferanseforedrag Randi M. Sølvik, Marianne Torve Martinsen, Svanaug Lunde, Henning Plischewski, Ingrid Midteide Løkken, Elvethon Ellen, Elin Nesvoll Vangsnes, Helene Berntsen Brennås (2019)
Self-organized symposium: Staff's role in preventing bullying behavior in ECEC.
Konferanseforedrag Ingrid Midteide Løkken, Edward Melhuish, Broekhuizen Martine Louise (2019)
Associations between interaction-quality and self-regulation skills in ECEC for toddlers
Konferanseforedrag Janne Støen, Erling Roland, Ingrid Midteide Løkken (2019)
Handling and preventing bullying in schools and early childhood education and care (ECEC)
Konferanseforedrag Ellen Elvethon, Ingrid Veronika Midteide Løkken, Helene Berntsen Svensson (2019)
Personalets rolle i jevnalderrelasjoner for å forebygge mobbeatferd.
Foredrag Ingrid Midteide Løkken, Erling Georg Roland (2019)
Handling and preventing bullying in schools and early childhood education and care (ECEC)
Konferanseforedrag Ellen Elvethon, Helene Berntsen Brennås, Ingrid Midteide Løkken (2019)
Fostering peer interactions to prevent bullying behavior in toddler groups in Norwegian ECEC.
Foredrag Ingrid Midteide Løkken (2019)
Relasjonskvalitet og sammenhengen med barns sosiale-emosjonelle kompetanse
Foredrag Marianne Torve Martinsen, Ingrid Midteide Løkken (2018)
Livsglede og livsmestring
Foredrag Marianne Torve Martinsen, Ingrid Midteide Løkken (2018)
Barns trivsel – voksnes ansvar. Forebyggende arbeid mot krenkelser og mobbing i barnehagen.
Foredrag Marianne Torve Martinsen, Ingrid Midteide Løkken (2018)
Barnehagens læringsmiljø med vekt på forebygging av begynnende mobbeatferd i barnegruppa
Foredrag Marianne Torve Martinsen, Ingrid Midteide Løkken (2018)
Barnehagens læringsmiljø for de yngste barna. Barnehagebasert kompetanseutvikling.
Konferanseforedrag Ingrid Midteide Løkken, Elisabeth Bjørnestad, Martine Broekhuizen, Thomas Moser (2018)
The relationship between structural factors and interaction quality in Norwegian ECEC for toddlers
The aim of this study is to investigate the relationship between two structural quality factors for ECEC-provisions, (1) organization (stable groups versus flexible groups) and (2) staff-child ratio (staff per child), and interaction quality in toddler groups in Norwegian Early Childhood Education and Care (ECEC). Stable groups (SG) have a clear and a relatively constant composition of the child group over time, while flexible groups (FG) have a shared-interest area with a rather temporary and dynamic composition of child (sub-) groups. The Norwegian Kindergarten Act does not provide binding regulations on how many assistant teachers should be in a group, but the recommendation is one staff member (including both assistants and teachers) per three children under the age of three. Data were collected in 206 ECEC provision groups, including 1211 children in the period from 2013 to 2015. Structural quality factors were registered through questionnaires to the pedagogical leaders of the units. Interaction quality was operationalized through three of the subscales of the Infant/Toddler Environment Rating Scales–Revised (ITERS-R); Interaction, Lis-tening and talking and program structure. A two-way MANOVA revealed that small, stable groups and a staff-child ratio of three or less children per staff member were independently related to higher interaction quality. These findings have clear implications for policy and the training of kindergarten staff. It is im-portant that they organize their groups, with three or fewer children per staff and if they organize their groups in SG.
Foredrag Ingrid Midteide Løkken (2018)
Sammenhengen mellom relasjonskvalitet og sosial kompetanse
Foredrag Hanne Jahnsen, Ingrid Midteide Løkken (2018)
Tiltak for å forebygge og stoppe mobbing i barnehage og skole
Foredrag Marianne Torve Martinsen, Ingrid Midteide Løkken (2018)
Implementering av utviklingsarbeid
Foredrag Marianne Torve Martinsen, Ingrid Midteide Løkken (2018)
Implementering av ny rammeplan - Barnehagens læringsmiljø.
Konferanseforedrag Ingrid Midteide Løkken, Thomas Moser, Martine Broekhuizen, Elisabeth Bjørnestad (2017)
Effects of staff-child interaction-quality on children’s social skills in Norwegian ECEC–centers
Konferanseforedrag Ingrid Midteide Løkken, Thomas Moser, Martine Broekhuizen, Elisabeth Bjørnestad (2017)
"Interactionquality and differential associations on children’s social and emotional skills in Norway"
Foredrag Marianne Torve Martinsen, Ingrid Midteide Løkken (2017)
Barns trivsel er voksnes ansvar.Forebyggende arbeid mot krenkelser og mobbing i barnehagen.
Foredrag Ingrid Veronika Midteide Løkken (2016)
Relasjonen mellom voksne og barn i barnehagen, og sammenhengen med barns sosiale og emosjonelle utvikling.
Konferanseposter Mikhail Gradovski, Ingrid Veronika Midteide Løkken (2016)
The ethical dilemmas of video supervision in the age of social media
Konferanseforedrag Ingrid Midteide Løkken, Martine Broekhuizen, Thomas Moser, Elisabeth Bjørnestad (2016)
Measurement tools
Foredrag Ingrid Midteide Løkken (2016)
Sammenhengen mellom relasjonskvalitet og barns sosiale og emosjonelle utvikling
Konferanseforedrag Ingrid Midteide Løkken, Elisabeth Bjørnestad, Martine Broekhuizen, Thomas Moser (2016)
The relationship between caregiver-child interaction-quality, and children’s social and emotional skills in Norwegian ECEC.
Konferanseforedrag Ingrid Midteide Løkken, Thomas Moser, Elisabeth Bjørnestad (2015)
“Measuring childrens social and emotional competence in ECEC”.
Konferanseforedrag Ingrid Midteide Løkken (2015)
Måling av barns sosiale og emosjonelle kompetanse.
Konferanseforedrag Ingrid Midteide Løkken, Martine Broekhuizen, Thomas Moser, Elisabeth Bjørnestad (2015)
Measurments tools
Konferanseforedrag Ingrid Midteide Løkken, Marianne Torve Martinsen (2015)
Kindergarten leaders assessments of the staffs relational competence in Norwegian kindergartens.
Konferanseforedrag Ingrid Midteide Løkken, Thomas Moser (2015)
Måling av sosiale ferdigheter
Konferanseforedrag Ingrid Midteide Løkken, Marianne Torve Martinsen (2014)
How "Punisment and reward" is expressed in kindergarten teacher’s behavior practices.
| År | Akademisk institusjon | Grad |
|---|---|---|
| 2022 | University of South-eastern Norway | PhD |