Greinar KD

Yfirlit yfir greinar og kafla síðustu ára:

Dýrfjörð, K., & Hreinsdóttir, A. M. (2025). Paving the way for slow pedagogy: leadership lessons from Icelandic preschools. European Early Childhood Education Research Journal, 1–16. https://doi.org/10.1080/1350293X.2025.2523040 

Stirn Janota P. & Dýrfjörð, D. (2025). Art for well-being: insights into early childhood education in Slovenia and Iceland. Journal of Elementary Education, 18(), 57–73. https://doi.org/10.18690/rei.5396 

Dýrfjörð, K. (2025). The hegemony of a literacy programme for preschool children in Iceland: how and why Lubbi became Iceland’s favourite. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2457578 

Dýrfjörð, K. (2024). The preschool teachers’ union in Iceland: a critical analysis of influence and challenges. Early Years, 44(5), 1046–1061. https://doi.org/10.1080/09575146.2024.2420214 

Dýrfjörð, K. (2024). Sjálfsprottinn leikur með stafrænan og skapandi efnivið í leikskóla. [Spontaneous play with digital and creative materials.] Tímarit um uppeldi og menntun / Icelandic Journal of Education, 33(1), 2024, 95–113 https://doi.org/10.24270/tuuom.2024.33.6 

Dýrfjörð, K., Magnúsdóttir, B. R., & Bjarnadóttir, V. S. (2024). Principals’ financial and pedagogical challenges when choosing programs and educational materials: The scope of the private education industry for preschools. Education Inquiry, 1–16. https://doi:10.1080/20004508.2023.2291887  

Dýrfjörð, K., Hreinsdóttir, A. M., Visnjic-Jevtic, A. & Clark, A. (2023). Young children’s perspectives of time: New directions for co-constructing understandings of quality in ECEC. British Educational Research Journal, 00, 1–18. https://doi.org/10.1002/berj.3935 

Kristín Dýrfjörð og Guðrún Alda Harðardóttir. (2023). Barnstýrðir matmálstímar, „Nú má maður setjast bara einhverstaðar“. [Empowering children through mealtimes: Framing conditions and habitus] Netla. Veftímarit um uppeldi og menntun. https://doi.org/10.24270/netla.2023.10 English DOI: https://doi.org/10.24270/netla.2023.10 

Dýrfjörð, K. & Hreiðarsdóttir, A.E. (2022). Dora’s Doll Got Sick – Preschool Children’s Wellbeing and Play during the COVID-19 Crisis. In Henderson, L. Ebrahim, H.& Bussey, K. (Eds), Early Childhood Education and Care in a Global Pandemic: How the Sector Responded, Spoke Back and Generated Knowledge: (the ‘Work’). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003257684-2/dora-doll-got-sick-krist%C3%ADn-d%C3%BDrfj%C3%B6r%C3%B0-anna-el%C3%ADsa-hrei%C3%B0arsd%C3%B3ttir?context=ubx&refId=babd8e77-4dd0-485d-9d3a-44fe5e7a3d2b

Dýrfjörð, K. & Hreiðarsdóttir, A.E. (2022). Preschool staff perceptions of leader capabilities during COVID-19 early stage in Iceland. Journal of Childhood, Education & Society, 3(1), 74 – 85. https://doi.org/10.37291/2717638x.202231160

Dýrfjörð, K & Harðardóttir, G.A. (2022). Children’s participation in parent meetings in light of the history of preschool policy documents in Iceland. In Garvis, S., Phillipson, S.t, Harju-Luukkainen, H. and Sadownik A.R. (Eds). Parental Engagement and Early Childhood Education Around the World. Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780367823917-13/children-participation-parent-meetings-light-history-preschool-policy-documents-iceland-krist%C3%ADn-d%C3%BDrfj%C3%B6r%C3%B0-gu%C3%B0r%C3%BAn-alda-har%C3%B0ard%C3%B3ttir

Dýrfjörð. K & Hreiðarsdóttir A.E. (2021). Digital play-objects as part of preschool children’s imaginative play. In Holloway, D., Wilson, M., Murcia, K. & Archer, K. Young Children’s Rights in a Digital World: Play, Design and Practice. Springer. https://link.springer.com/chapter/10.1007/978-3-030-65916-5_16

Anna Magnea Hreinsdóttir og Kristín Dýrfjörð (2021). Upplifun barna af leikskóladvöl: „Stundum er maður lengi í leikskólanum, en ekki alltaf“. Netla. https://doi.org/10.24270/netla.2021.12

Sjá á ensku: News on Univeristy of Iceland webpage https://english.hi.is/news/many_children_feel_their_stay_in_preschool_is_long 

Dýrfjörð, K. & Hreiðarsdóttir A.E. (2020). Keeping preschools open during COVID-19: The employees’ perspective. Sodobna PEDAGOGIKA – Journal of Contemporary Educational Studies, (4).  www.sodobna-pedagogika.net/en/archive/load-article/?id=1777

Dýrfjörð, K. (2019). Preschool teachers’ working conditions in Iceland: Crisis in the making. In Phillipson, S. and Garvis, S. (eds), Teachers’ and Families’ Perspectives in Early Childhood Education and Care. Early Childhood Education in the 21st Century (pp 110-122). Routledge. 

Dýrfjörð. K. (2019). How think tanks and literacy policies can be used to analyse neoliberal influences on Icelandic preschools. In Garvis, S., & Phillipson, S. (Eds.). Policification of Early Childhood Education and Care: Early Childhood Education in the 21st Century (pp 117-128) Routledge. https://doi.org/10.4324/9780203730539 

Dýrfjörð, K., Hjartarson, T., Hreiðarsdóttir, AE., Jakobsdóttir, S.. Jónsdóttir, SR., Kjartansdóttir, SH., Ólafsdóttir, ME. Pétursdóttir S and Thorsteinsson. G. (2019). Makerspaces in formal and non-formal learning contexts in Iceland. Í Blum-Ross A., Kumpulainen K. og Marsh (ritstj.) Enhancing Digital Literacy and Creativity Makerspaces in the Early Years, 1st Edition. Routledge. London. https://www.routledge.com/enhancing-digital-literacy-and-creativity-makerspaces-in-the-early-years/blum-ross-kumpulainen-marsh/p/book/9780367197889#toc

Anna Elísa Hreiðarsdóttir and Kristín Dýrfjörð (2019). Mat leikskólabarna á þátttöku í tilviksrannsókn. Netla vefrit um uppeldi og menntun. [Childrens evaluation on participating in case study research) https://doi.org/10.24270/serritnetla.2019.34

Jakobsdóttir, S., Dýrfjörð, K., Kjartansdóttir, S. H., Jónsdóttir, S. R. og Pétursdóttir, S. (2019). Sköpunarsmiðjur í menntun ungra barna: Reynsla og viðhorf starfsfólks skóla, safna og sköpunarsmiðja [Makerspaces in the Early Years: Beliefs, practices, and knowledge of Icelandic school teachers and professional staff in museums, libraries, and makerspaces]. https://doi.org/10.24270/serritnetla.2019.41

Dýrfjörð, K. (2018). Early childhood education and care in Iceland. The origin, influences, curriculum reforms and possible paths. In Garvis, S. (Ed.), Phillipson, S., Harju-Luukkainen, H. International Perspectives on Early Childhood Education and Care. (pp 103 -113). London: Routledge. 

Kjartansdóttir, S, Pétursdóttir, Thorsteinsson P & Dýrfjörð, K (2017). Makerspaces in Formal Education í Knowledge.“ In Marsh, J. og félagar 2017 (ritstjóri), „Makerspaces in the Early Years: A Literature Review“ (bls. 38-46). https://www.routledge.com/enhancing-digital-literacy-and-creativity-makerspaces-in-the-early-years/blum-ross-kumpulainen-marsh/p/book/9780367197889#toc

Dýrfjörð, K., and Magnúsdóttir, B. R. (2016). Educational marketisation of the Icelandic early childhood education. Research in Comparative and International Education, 11(1), 80–97. https://doi.org/10.1177/1745499916631062 

Tags: Rannsóknir